Improving students' chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach

Cigdemoglu, Ceyhan
Geban, Ömer
The aim of this study was to delve into the effect of context-based approach (CBA) over traditional instruction (TI) on students' chemical literacy level related to thermochemical and thermodynamics concepts. Four eleventh-grade classes with 118 students in total taught by two teachers from a public high school in 2012 fall semester were enrolled in this particular study. The treatments were randomly assigned to the already formed classes; experimental groups were treated as CBA, the control groups as TI. Each teacher had one experimental and one control group. Open-ended contextual item sets were developed to assess students' chemical literacy level in thermochemical and thermodynamics concepts. The test was administered to both groups as a post-test at the end of the implementation. Students' responses to item sets were analyzed based on the rubric prepared as the answer key. Analysis of Covariance (ANCOVA) was used for interpreting the data. The results reveal that CBA is superior to TI on improving students' chemical literacy levels, implying that CBA, as a discussion platform for concepts through real-life experiences, has a significant role in increasing students' chemical literacy levels in abstract and difficult concepts regardless of the gender difference.


The effect of conceptual change approach on students' understanding of solubility equilibrium concepts
Önder, İsmail; Geban, Ömer; Department of Secondary Science and Mathematics Education (2006)
The main purpose of this study was to compare the effectiveness of instructions one based on conceptual change approach and the other based on traditional chemistry instruction on tenth grade high school students’ understanding of solubility equilibrium concept. In addition, students’ attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students’ science process skills were also investigated. 125 tenth grade students from four classes of a chemistry ...
Facilitating Conceptual Change in Students’ Understanding of Ecological Concepts
Özkan, Özlem; Öztekin, Ceren; Geban, Ömer (2004-01-01)
In this study, the effect of conceptual-change-texts-oriented instruction to seventh-grade students' understanding of ecological concepts was investigated. Using information collected through interviews and related literature, the Ecology Concept Test was developed and administered to 58 elementary students in two classes of an elementary school before and after the treatment. The experimental group received conceptual-change-texts-oriented instruction and the control group received traditional instruction....
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...
Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture
Kingir, Sevgi; Geban, Ömer; GÜNEL, MURAT (2013-08-01)
This study investigated the effect of the Science Writing Heuristic (SWH) approach on grade 9 students' understanding of chemical change and mixture concepts. Four intact classes taught by two chemistry teachers from a Turkish public high school were selected for the study; one class was assigned as the treatment group, and the other class was assigned as the comparison group. Students in the treatment group were instructed by the SWH approach, while those in the comparison group were instructed with tradit...
Facilitating Conceptual Change in Rate of Reaction Concepts Using Conceptual Change Oriented Instruction
KAYA, EBRU; Geban, Ömer (2012-01-01)
The purpose of this study was to investigate the effects of conceptual change-oriented instruction through demonstrations (CCOITD) on 11th grade students' understanding of rate of reaction concepts when compared to traditionally designed chemistry instruction (TDCI). The sample consisted of 69 11th grade students from two classes in a public high school. Reaction Rate Concept Test was administered to both groups as a pretest and posttest to assess students' understanding of the concepts. The data was analyz...
Citation Formats
C. Cigdemoglu and Ö. Geban, “Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, pp. 302–317, 2015, Accessed: 00, 2020. [Online]. Available: