Conceptual understanding of acids and bases concepts and motivation to learn chemistry

Date

2017-01-01

Author

DİNDAR, AYLA ÇETİN
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

257
views

0
downloads

The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the traditional teacher-centered instruction [TTCI]). Based on multivariate analysis of covariance results, the LCMI students outperformed the TTCI students in terms of conceptual understanding about acids and bases. Similarly, the students from the experimental group scored higher motivation and this difference was found to be statistically significant. These findings demonstrated that instruction based on learning cycle model provide students a deeper conceptual understanding, foster high-order thinking, engage them in the learning process, and influence their motivation to learn by increasing the relevance of school chemistry to their daily lives.

Subject Keywords

Acids And Bases, Chemistry Education, Conceptual Understanding, Learning Cycle, Motivation To Learn Chemistry

URI

https://hdl.handle.net/11511/36666

Journal

JOURNAL OF EDUCATIONAL RESEARCH

DOI

https://doi.org/10.1080/00220671.2015.1039422

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

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...
Implementation of case-based instruction on electrochemistry at the 11th grade level Kondakçı, Esen (2017-10-01) This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools participated in this study. Two of the classes from each school were randomly assigned to be either the experimental or control group. The experimental group was ins...
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 Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students' Understanding of Chemical Bonding Concepts EYMUR, GÜLÜZAR; Geban, Ömer (2017-06-01) 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 i...

Citation Formats

A. Ç. DİNDAR and Ö. Geban, “Conceptual understanding of acids and bases concepts and motivation to learn chemistry,” JOURNAL OF EDUCATIONAL RESEARCH, pp. 85–97, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36666.