Facilitating conceptual change in atom, molecule, ion and matter concepts

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2006
Şeker, Aytül
The main purpose of the study was to compare the effectiveness of the conceptual chance texts oriented instruction accompanied with analagoies over traditionally designed science instruction on 7th grade students̕ understanding of atom, molecule, ion and matter concepts and their attitudes toward science as a school subject. In this study 70 seventh grade students from two classes of science course instructed by the same teacher from Battalgazi Elementary School took part. The study was conducted during 2004-2005 fall semester. This study included two groups which were selected randomly throughout five clasesses. One of the group was defined as control group in which students were taught by traditionally designed science instruction, while other group defined as experimental group in which students were instructed by conceptual chance texts oriented instruction accompanied with analogies (CCTI). Atom, Molecule, Ion and Matter Concepts Test (AMIMCT) was administered to both groups as a pre-test andpost-test and Attitudes Scale toward Science were administered as post-test to assesthe students understanding of atom, molecule, ion and matter concepts and students̕ attitudes toward science as a school subject, respectively. The hypotheses were tested by using two-way analysis of variance (ANOVA). The results showed that CCTI caused significantly better acquisition of the scientific conceptions related to atom, molecule, ion and matter concepts than TDSI. The result showed that there was no significant difference between test mean scores of students taught with CCTI and those taught with TDSI with respect to their attitudes toward science as a school subject.

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Citation Formats
A. Şeker, “Facilitating conceptual change in atom, molecule, ion and matter concepts,” M.S. - Master of Science, Middle East Technical University, 2006.