Show/Hide Menu
Hide/Show Apps
anonymousUser
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Frequently Asked Questions
Frequently Asked Questions
Communities & Collections
Communities & Collections
The effect of explicit method of problem solving accompanied with analogies on understanding of mole concept
Download
index.pdf
Date
2006
Author
Ünlü, Yalçın
Metadata
Show full item record
Item Usage Stats
1
views
3
downloads
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 treatment, students in the experimental group were instructed with explicit method of problem solving accompanied with analogies. Students in the control group studied only with traditionally designed chemistry instruction. Both groups were administered Mole Concept Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. To analyse the data, statistical techniques paired samples t-test and independent samples t-test were used in this study. Statistical analyses were carried out by using the SPSS 10.0. Results of the study showed that explicit method of problem solving accompanied with analogy instruction caused a significantly better acquisition of scientific conception related to mole concept but produced no significant positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
Subject Keywords
Secondary Education.
,
High Schools.
URI
http://etd.lib.metu.edu.tr/upload/3/12607488/index.pdf
https://hdl.handle.net/11511/16368
Collections
Graduate School of Natural and Applied Sciences, Thesis