Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Effect of instruction using conceptual change strategies on students' conceptions of chemical reactions and energy
Download
index.pdf
Date
2004
Author
Ceylan, Eren
Metadata
Show full item record
Item Usage Stats
339
views
383
downloads
Cite This
The main purpose of the study was to compare the effectiveness of the conceptual change oriented instruction through demonstration and traditionally designed chemistry instruction on 10th grade students̕ understanding of chemical reactions and energy concepts and attitudes towards chemistry as a school subject. In this study, 61 tenth grade students from two classes of chemistry course instructed by same teacher from Atatürk Anatolian High School took part. The study was conducted during 2003-2004 fall semester. This study included two groups which were selected randomly throughout 9 classes. One of the group was defined as control group in which students were taught by traditionally designed chemistry instruction, while the other group defined as experimental group in which students were instructed by conceptual change oriented instruction through demonstrations (CCID). Chemical Reactions and Energy Concepts Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of chemical reactions and energy concepts and students̕ attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to determine students̕ science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results showed that CCID caused significantly better acquisition of the scientific conceptions related to chemical reactions and energy concepts than TDCI. The results showed that there was a significant difference between post-test mean scores of students taught with CCID and those taught with TDCI with respect to their attitude toward chemistry as a school subject. A Science process skill was determined as a strong predictor in understanding the concepts related chemical reactions and energy.
Subject Keywords
Secondary Education.
,
High schools.
URI
http://etd.lib.metu.edu.tr/upload/2/12605335/index.pdf
https://hdl.handle.net/11511/14538
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
The effect of explicit method of problem solving accompanied with analogies on understanding of mole concept
Ünlü, Yalçın; Geban, Ömer; Department of Secondary Science and Mathematics Education (2006)
The aim of this thesis was to analyse the effectiveness of explicit method of problem solving accompanied with analogy instruction over traditionally designed chemistry introduction on understanding of mole concept and attitude toward chemistry as a school subject. Participants for this research consisted of 53 students at ninth grade level from two classes taught by the same teacher in Atatürk Anadolu Lycee. The study was carried out during the second semester in the 2004-2005 school year. During the treat...
Effects of 5e learning cycle model on understanding of state of matter and solubility concepts
Ceylan, Eren; Geban, Ömer; Department of Secondary Science and Mathematics Education (2008)
The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students’ understanding of state of matter and solubility concepts and attitudes towards chemistry as a school subject; and students’ perceived motivation and perceived use of learning strategies. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from Atatürk Anatolian High School took part. The stud...
Effect of cooperative learning based on conceptual change conditions on seventh grade students' understanding of classification of matter and physical and chemical changes
Erdemir (Özdemir), Arzu; Özgenel, Lale; Department of Secondary Science and Mathematics Education (2006)
The main purpose of this study was to compare the effectiveness of the cooperative learning based on conceptual change conditions and traditionally designed science instruction on 7th grade students̕ understanding of chemical and physical changes and classification of matter concepts and attitudes toward science as a school subject. In this study 102 seventh grade students from four classes of a Science Course instructed by the two teachers from ODTÜ G.V. Özel Ilkögretim Okulu took part. One of the classes ...
Effects of conceptual change oriented instruction on understanding of gases concepts
Çetin, Pınar Seda; Geban, Ömer; Department of Secondary Science and Mathematics Education (2009)
The main purpose of the study was to compare the effectiveness of conceptual change oriented instruction accompanied with computer animations and traditionally designed chemistry instruction on 10th grade students’ understanding, achievement and retention of gases concepts and attitudes towards chemistry as a school subject. Also students’ views about nature of science were investigated. Quasi experimental design was used in this study. 67 tenth grade students from two intact classes of a chemistry course t...
Effect of case based learning on 10th grade students’ understanding of gas concepts, their attitude and motivation
Yalçınkaya, Eylem; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2010)
The main purpose of the present study was to investigate the effect of case-based instruction based on conceptual change conditions to overcome 10th grade students’ misconceptions related to gas concepts. Moreover, the effect of this method on students’ attitudes toward chemistry and their perceived motivation was explored. The study was carried out during the 2008-2009 academic year at both a state high school and an Anatolian high school. A total of 128 tenth grade students were the participants of the st...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
E. Ceylan, “Effect of instruction using conceptual change strategies on students’ conceptions of chemical reactions and energy,” M.S. - Master of Science, Middle East Technical University, 2004.
