Conceptual change oriented instruction and students' misconceptions in gases

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2004

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Azizoğlu, Nursen

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The purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied by demonstrations and gender on tenth grade students̕ understanding of gases concepts, and attitudes toward chemistry. Hundred tenth grade students from two classes taught by the same teacher in a public high school were enrolled in the study in the Fall semester of 2003-2004. Control group students were taught by traditionally designed chemistry instruction (TI), while experimental group students were instructed by conceptual change oriented instruction accompanied by demonstrations (CCID). Gases Concept Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of gases 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. Learning Style Inventory was also given to all students to determine their learning styles. After treatment, interviews were conducted with the teacher and several students from the two groups. 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 gases than TI. There was no significant effect of the treatment on the students̕ attitudes toward chemistry. No significant effect of gender difference on students̕ understanding the concepts about gases and students̕ attitudes toward chemistry was found. Science process skill was determined as a strong predictor in understanding the concepts related to gases.

Subject Keywords

General sciences.

URI

http://etd.lib.metu.edu.tr/upload/3/12605127/index.pdf
https://hdl.handle.net/11511/14556

Collections

Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats

N. Azizoğlu, “Conceptual change oriented instruction and students’ misconceptions in gases,” Ph.D. - Doctoral Program, Middle East Technical University, 2004.