Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Energy in Chemical Reactions

Date

2008-10-01

Author

Tastan, Oezgecan
Yalcinkaya, Eylem
Boz, Yezdan

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The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In order to find out the effect of the conceptual change text on students' learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically significant mean difference between the experimental and control group in terms of students' ECT total mean scores; however, there was no statistically significant difference between the experimental and control group in terms of students' attitude towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement.

Subject Keywords

General Engineering, Education

URI

https://hdl.handle.net/11511/42939

Journal

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY

DOI

https://doi.org/10.1007/s10956-008-9113-7

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

O. Tastan, E. Yalcinkaya, and Y. Boz, “Effectiveness of Conceptual Change Text-oriented Instruction on Students’ Understanding of Energy in Chemical Reactions,” JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, pp. 444–453, 2008, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42939.