Conceptual change texts oriented instruction in teaching solution concepts

Download

index.pdf

Date

2014

Author

Ünlü, Yalçın

Metadata

Show full item record

Item Usage Stats

181
views

88
downloads

This study was conducted to compare the effectiveness of conceptual change text over traditionally designed chemistry instruction on understanding of solubility equilibrium concepts. Also students’ attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students’ science process skills and effect of the gender difference were also investigated. 108 11th grade students from four classess of a Chemistry course tought by same teacher in TOKİ Anatolian High School in 2010-2011spring semester were enrolled in the study. Students were divided in to two groups. Groups were randomly assigned and experimental group was tought by conceptual change texts through the lecture and the control group was intructed only with traditionally designed science texts. Both groups were administered Solubility Equilibrium Concept Test and Attitude Scale Toward Chemistry as a School Subject 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. The hypothesis were tested by using t- test, MANCOVA and ANCOVA as follow-up test of MANCOVA. The results showed that instruction with conceptual change texts caused a significantly better acquisition of scientific conceptions and elimination of misconceptions related with solubility equilibrium concepts as compared to the traditional instruction. In addition, no significant difference was found between experimental group and control group students with respect to attitudes toward chemistry as a school subject. Besides, results showed that science process skills of the students' accounted the significant portion of variation in their achievement in solubility equilibrium concepts whereas there was no significant effect of gender difference on students’ understanding of solubility equilibrium concepts.

Subject Keywords

Chemistry, Equilibrium, Solution (Chemistry), Curriculum enrichment., Teaching

URI

http://etd.lib.metu.edu.tr/upload/12616976/index.pdf
https://hdl.handle.net/11511/23390

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Implementation of self-regulatory instruction based on guided inquiry approach to promote students’ achievement in solubility equilibrium and acids and bases, motivation, and learning strategies / Kadıoğlu, Cansel; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2014) The current study explored how the self-regulatory instruction (SRI) based on guided inquiry approach affect 11th grade students’ achievement in Solubility Equilibrium and Acids and Bases, motivation, and learning strategies compared to traditionally-designed chemistry instruction. In addition, the self-regulatory processes in which students engaged and the development of these processes over the course of the study were examined. Eleven dependent variables related to the three dimensions of SRL (motivation...
Conceptual change text oriented instruction to facilitate conceptual change in rate of reaction concepts Balcı, Ceyda; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2006) The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students’ misconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in Çanakkale involved in the study. The study was carried ...
Exploring representation of nature of science aspects in 9th grade chemistry textbooks Esmer, Feyza; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011) The aim of this study was to examine the representation of Nature of Science (NOS) aspects in 9th grade chemistry textbooks. Two textbooks nation-wide used are analyzed, one of them is written in Turkish the other in English. These textbooks were written according to 2008-2009 education program’s curriculum. A qualitative oriented approach was employed and ethnographic content analysis was used as the methodological framework for this research as Irez (2006) has performed. Data were analyzed by means of boo...
Effect of analogy-enhanced instruction accomponied with concept maps on understanding of acid- base concept Yılmazoğlu, Candan; Yılmazoğlu, Candan; Department of Secondary Science and Mathematics Education (2004) This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject. 81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study. There were two groups of students. During the treatment, students in t...
Using the science writing heuristic approach to promote student understanding in chemical changes and mixtures Kıngır, Sevgi; Geban, Ömer; Günel, Murat; Department of Secondary Science and Mathematics Education (2011) The purpose of the present study was to investigate the effect of Science Writing Heuristic (SWH) approach on 9th grade students’ understanding of chemistry concepts and chemistry achievement in chemical changes and mixtures units. Four 9th grade classes taught by the two chemistry teachers from a public high school were selected for the study. Each teacher’s one intact class was assigned as the experimental group and the other class was assigned as the control group. Students in the experimental group were...

Citation Formats

Y. Ünlü, “Conceptual change texts oriented instruction in teaching solution concepts,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.