The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students' Understanding of Chemical Bonding Concepts

Date

2017-06-01

Author

EYMUR, GÜLÜZAR
Geban, Ömer

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

289
views

0
downloads

The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students' understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N = 35) was taught by traditional instruction while the experimental group (N = 37) was taught cooperative learning based on conceptual change approach instruction. Chemical Bonding Concept Test (CBCT) was used as pre- and post-test to define students' understanding of chemical bonding concepts. After treatment, students' interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students' perceptions on cooperative work experiences. The results from ANCOVA showed that cooperative learning based on conceptual change approach instruction led to better acquisition of scientific conceptions related to chemical bonding concepts than traditional instruction. Interview results demonstrated that the students in the experimental group had better understanding and fewer misconceptions in chemical bonding concepts than those in the control group. Moreover, interviews about treatment indicated that this treatment helped students' learning and increased their learning motivation and their social skills.

Subject Keywords

Misconception, Cooperative learning, Conceptual change, Chemistry education, Chemical bonding

URI

https://hdl.handle.net/11511/32882

Journal

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION

DOI

https://doi.org/10.1007/s10763-016-9716-z

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

The effect of cooperative learning approach based on conceptual change conditions on students understanding of chemical equilibrium Bilgin, İbrahim; Geban, Ömer; Department of Secondary Science and Mathematics Education (2002) The purpose of this study was to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. In addition, the effects of students' performance in small group work on the students' conceptual understanding and achievement of computational problems related to chemical equilibrium was investigated. mThe subjects ...
Structuring Cooperative Learning for Motivation and Conceptual Change in the Concepts of Mixtures Can, Hatice Belge; Boz, Yezdan (2016-05-01) This study investigates the effect of structuring cooperative learning based on conceptual change approach on grade 9 students' understanding the concepts of mixtures and their motivation, compared with traditional instruction. Among six classes of a high school, two of them were randomly assigned to cooperative learning group where students were instructed by Cooperative Learning based on Conceptual Change (CLCC), the other two classes were randomly assigned to traditional learning group where students wer...
The effect of 5E learning cycle model on eleventh grade students’ conceptual understanding of acids and bases concepts and motivation to learn chemistry Çetin Dindar, Ayla; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012) The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students’ conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were adm...
USING CONCEPTUAL CHANGE TEXTS WITH ANALOGIES FOR MISCONCEPTIONS IN ACIDS AND BASES Cetingul, Ipek; Geban, Ömer (2011-01-01) This study was conducted to explore the effectiveness of conceptual change oriented instruction over traditional instruction on students' understanding of acids and bases concept. Besides, effects of gender difference and science process skills on students' understanding of acids and bases were also investigated. Analysis of the results showed that establishing an analogical thinking during the instruction via conceptual change text caused better acquisition of scientific conceptions and elimination of misc...
Remediating misconceptions concerning chemical bonding through conceptual change text Pabuçcu, Aybüke; Geban, Ömer (2006-08-01) The purpose of this study was to explore the effects of conceptual change texts oriented instructionon 9th grade students' understanding of chemical bonding concepts. in this study, the main aim of the preparation of conceptual change texts was to activate students' prior knowledge and misconceptions and to help them to understand the chemical bonding concepts through the use of explanations. analogies and examples. Analogies were used in the conceptual change texts to deal with students' misconceptions mor...

Citation Formats

G. EYMUR and Ö. Geban, “The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students’ Understanding of Chemical Bonding Concepts,” INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, pp. 853–871, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/32882.