Effect of conceptual change texts accompanied with analogies on promoting conceptual change in acid and base concepts

Download
2006
Tamer, Püren İpek
This study was conducted to compare the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditional instruction on tenth grade students’ understanding of the acid and base concepts and attitude toward science as a school subject. In addition, effect of the gender difference and science process skills on students’ understanding of acid and base concepts and effect of gender difference on students’ attitudes toward chemistry as a school subject were also investigated. Subjects of the study were fifty tenth grade students from the two chemistry classes of the same teacher from a public school at the center of Ankara. There were one experimental group and one control group. Two teaching methods used were randomly assigned to the already formed groups of the teacher. Experimental group received conceptual change oriented instruction by using conceptual change text accompanied with analogies and control group received traditional instruction over a period of four weeks. Acid and Base Conception Test and Attitude Scale Toward Chemistry were given to all groups as a pre-test and post-test. Science Process Skill Test was given to all groups at the beginning of the study to determine students' level of science process skills. At the end of the study, interviews were hold with randomly selected experimental and control group students from the medium achievement level to get an in-dept idea about the nature of the misconceptions related with the topic. ANOVA and ANCOVA were used to test the hypotheses of the study. The results showed that establishing an analogical thinking during the course of instruction together with a conceptual change text caused a better acquisition of scientific conceptions and elimination of misconceptions related with acid and base concepts as compared to the traditional instruction. Because, the students in the experimental group taking conceptual change oriented instruction performed much better in the post-test than the students in the control group taking the traditional instruction. However, the two modes of the instruction and gender difference did not indicate a significant contribution to students’ attitude toward chemistry as a school subject. Besides, results showed that science process skills of the students' could be a strong predictor for their achievement in acid and base concepts whereas there was no significant effect of gender difference on students’ understanding of acid and base concepts.

Suggestions

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...
Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts
Kondakçı, Esen; Geban, Ömer (Springer Science and Business Media LLC, 2005-07-01)
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administered to a total of 64 eighth grade s...
Effectiveness of case-based learning instruction on students’ understanding of solubility equilibrium concepts
Çam, Aylin; Geban, Ömer; Department of Secondary Science and Mathematics Education (2009)
The main purpose of this study is to compare the effectiveness of case- based learning method instruction over traditional method instruction on eleventh grade high school students’ understanding of solubility equilibrium concepts. In addition, students’ attitudes toward chemistry as a school subject and students’ epistemological beliefs were investigated. Sixty-two eleventh grade students from two classes of a chemistry course taught by the same teacher in Atakent High School in 2007-2008 spring semesters ...
A modeling study : the interrelationships among elementary students’ epistemological beliefs, learning enviroment perceptions, learning approaches and science achievement
Uysal, Emel; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2010)
This study is aimed to explore the relationships among elementary students’ epistemological beliefs of science, perceptions of learning environments, learning approaches and science achievement. For this purpose, a model of the associations among these variables was proposed and tested by structural equation modeling. In this model, it was hypothesized that a) students’ perceptions of their learning environments would directly influence their epistemological beliefs of science and learning approaches, b) st...
EFFECT OF CONCEPTUAL CHANGE APPROACH ON STUDENTS' UNDERSTANDING OF REACTION RATE CONCEPTS
Kingir, Sevgi; Geban, Ömer (2012-01-01)
The purpose of the present study was to investigate the effect of conceptual change text oriented instruction compared to traditional instruction on 10th grade students' understanding of reaction rate concepts. 45 students from two classes of the same teacher in a public high school participated in this study. Students in the experimental group were instructed by conceptual change text oriented instruction while students in the control group were instructed by traditional instruction. The results indicated ...
Citation Formats
P. İ. Tamer, “Effect of conceptual change texts accompanied with analogies on promoting conceptual change in acid and base concepts,” Ph.D. - Doctoral Program, Middle East Technical University, 2006.