EFFECT OF CONCEPTUAL CHANGE APPROACH ON STUDENTS' UNDERSTANDING OF REACTION RATE CONCEPTS

Date

2012-01-01

Author

Kingir, Sevgi
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

294
views

0
downloads

The purpose of the present study was to investigate the effect of conceptual change text oriented instruction compared to traditional instruction on 10th grade students' understanding of reaction rate concepts. 45 students from two classes of the same teacher in a public high school participated in this study. Students in the experimental group were instructed by conceptual change text oriented instruction while students in the control group were instructed by traditional instruction. The results indicated that conceptual change text oriented instruction was more effective than traditional instruction on students' understanding of reaction rate concepts. It was also found that some of the misconceptions were still held by the students in both groups. In the control group, the proportion of these misconceptions was higher than that of in the experimental group. Moreover, previous learning in chemistry contributed to students' understanding of reaction rate concepts significantly.

Subject Keywords

Reaction rate, Conceptual change approach, Chemistry education

URI

https://hdl.handle.net/11511/54267

Journal

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

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...
Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts Kondakçı, Esen; Geban, Ömer (Springer Science and Business Media LLC, 2005-07-01) The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administered to a total of 64 eighth grade s...
EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION ON FLUID FORCE TOPIC Ipekcioglu, S.; Elmas, R.; Geban, Ömer; Yesilyurt, H. (2011-03-09) The main purpose of the study was to investigate the effectiveness of conceptual change oriented instruction over traditionally designed science instruction on 8th grade students' understanding of fluid force concepts. Participants of the study were fifty five 8th grade students from two classes in a private elementary school. This study is a quasi experimental pretest-posttest control group design. Both groups were administered Fluid Force Concept Achievement Test as pre and post test. Also Logical Thinkin...
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...
Effect of structuring cooperative learning based on conceptual change approach on students' understanding of the concepts of mixtures and their motivation Belge Can, Hatice; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to investigate the effect of structuring cooperative learning based on conceptual change approach on grade nine students’ understanding the concepts of mixtures and their motivation, compared to traditional instruction. Mixtures Concept Test (MCT), self-efficacy for learning and performance, task value, control of learning beliefs, and test anxiety sub-scales of Motivated Strategies for Learning Questionnaire (MSLQ), and mastery approach goals, mastery avoidance goals, performan...

Citation Formats

S. Kingir and Ö. Geban, “EFFECT OF CONCEPTUAL CHANGE APPROACH ON STUDENTS’ UNDERSTANDING OF REACTION RATE CONCEPTS,” HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, pp. 306–317, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54267.