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Effects of conceptual change oriented instruction on understanding of gases concepts

Çetin, Pınar Seda
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 taught by the same teacher in Sokullu High School were enrolled. The hypotheses were tested by using analyses of covariance and two- way analyses of variance. The results indicated that instruction based on conceptual change approach caused significantly better acquisition of the scientific conceptions, achievement and retention related to gases concepts than traditionally designed chemistry instruction. Science process skill was determined as a strong predictor in the concepts related to gases. Moreover instruction based on conceptual change approach improved students’ attitudes as a school subject. However no significant effect of gender difference on students’ understanding, achievement and attitudes toward chemistry as a school subject was found. Finally experimental group students’ views about some characteristics of nature of science were determined as more realistic than control group students.