Effect of conceptual change oriented instruction on removing misconceptions about phase changes

Download

index.pdf

Date

2004

Author

Çelebi, Özgür

Metadata

Show full item record

Item Usage Stats

264
views

150
downloads

In this study, a comparison of the effectiveness of conceptual change oriented instruction with traditionally designed chemistry instruction and an investigation of the effect of gender difference were made on ninth grade students̕ understanding of phases and phase changes concepts. In addition, the effects of these instructional methods on students̕ attitudes toward chemistry as a school subject were compared. In this study 56 ninth grade students from two classes of a chemistry course instructed by the same teacher from Ankara Atatürk Anatolian Lycee in 2003-2004 educational year̕s first semester took part. The classes were randomly assigned as control and experimental groups. The experimental group was instructed by conceptual change oriented method with conceptual change texts supported by demonstration, whereas the control group was instructed by traditionally designed method over a period of three weeks. Both groups were administered to Phases and Phase Changes Achievement Test as pretest and posttest in order to assess students̕ understanding of phases and phase changes concepts. Additionally, Science Process Skills Test was given before the treatment to measure students̕ science process skills and Attitude Scale toward Chemistry as a School Subject was given after the treatment to determine their attitudes. The hypotheses were tested using analysis of covariance (ANCOVA), paired samples t-test, and analysis of variance (ANOVA). Results of this study indicated that conceptual change oriented instruction caused a significantly better understanding of phases and phase changes concepts; that males had fewer alternative conceptions than females on phases and phase changes; and that science process skills were strong predictors of understanding in phases and phase changes concepts. On the other hand, no significant difference between conceptual change oriented

Subject Keywords

Education.

URI

http://etd.lib.metu.edu.tr/upload/2/12605317/index.pdf
https://hdl.handle.net/11511/14437

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

The effect of conceptual change based instruction on students’ understanding of rate of reaction concepts Kaya, Ebru; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011) The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students’ understanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes we...
Effect of conceptual change oriented instruction accompanied with cooperative group work on understanding of acid-base concepts Ayhan, Arzu; Geban, Ömer; Department of Secondary Science and Mathematics Education (2004) The main purpose of this study was to compare the effectiveness of conceptual change oriented instruction accompanied with cooperative group work and traditionally designed instruction for removing misconceptions related to acid-base concepts. In this study 33 tenth grade students from two classes from METU Development Foundation Private School in the spring semester of 2003-2004 participated. There were two groups in the study. Students in experimental group received conceptual change oriented instruction ...
Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course Ertepinar, H; Geban, Ömer (Informa UK Limited, 1996-12-01) This study examines the differential effectiveness of the laboratory method based on the investigative approach and the worksheet study, both used as a supplement to the regular class work on achievement in science subject-matter. Subjects were 43 students (8th grade) enrolled in two science classes of a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group utilized supplementary instruction through the investigative-oriented activities; the control group receiv...
Factors mediating the effect of gender on ninth-grade Turkish students' misconceptions concerning electric circuits SENCAR, S; Eryılmaz, Ali (Wiley, 2004-08-01) This study was designed to identify and analyze possible factors that mediate the effect of gender on ninth-grade Turkish students' misconceptions concerning electric circuits. A Simple Electric Circuit Concept Test (SECCT), including items with both practical and theoretical contexts, and an Interest-Experience Questionnaire about Electricity (IEQ) were administered to 1,678 ninth-grade students (764 male, 914 female) after the completion of a unit on electricity to assess students' misconceptions and inte...
Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division Şen, Mehmet; Öztekin, Ceren (Informa UK Limited, 2018-01-01) This study focused on how science teachers' content knowledge influences their pedagogical content knowledge (PCK) with respect to the topic of cell division. The data were collected from 3 in-service teachers using interviews; observations; and teacher-provided documents, including written-answer exams. The participants' content knowledge was analyzed by inductive coding with respect to conceptual understanding, whereas their PCK was analyzed by within-case analysis followed by cross-case analysis to show ...

Citation Formats

Ö. Çelebi, “Effect of conceptual change oriented instruction on removing misconceptions about phase changes,” M.S. - Master of Science, Middle East Technical University, 2004.