Remediating misconceptions concerning chemical bonding through conceptual change text

Date

2006-08-01

Author

Pabuçcu, Aybüke
Geban, Ömer

Metadata

Show full item record

Item Usage Stats

238
views

0
downloads

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 more effectively. The results revealed that conceptual change texts oriented instruction produced a positive effect on students understandingof scientifıc conceptions related to ehemical bonding and elimination of misconeeptions. The mean scores ofboth groups showed that students in the experimental group performed betIer with respeet to ehemical bonding concepts

Subject Keywords

Misconceptions, Conceptual change, Conceptual ehange text, Analogy, Chemical bonding, Kavram yanılgısı, Kavramsal değişim, Kavramsal değişim metni, Analoji, Kimyasal bağlar

URI

https://hdl.handle.net/11511/76077

Journal

Hacettepe Eğitim Fakültesi Dergisi

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

The effect of conceptual change texts oriented ınstruction on students' understanding of the solubility equilibrium concept Geban, Ömer (2006-04-01)
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 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...
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...
Effects of Conceptual Change Text Based Instruction on Ecology Attitudes toward Biology and Environment Çetin, Gülcan; Ertepınar, Hamide; Geban, Ömer (2015-02-01) The purpose of this study is to investigate the effects of the conceptual change text based instruction on ninth grade students’ understanding of ecological concepts, and attitudes toward biology and environment. Participants were 82 ninth grade students in a public high school in the Northwestern Turkey. A treatment was employed over a five-week period with quasi-experimental design. While two classes were called control group, two classes were called experimental group. Each teacher had one control group ...

Citation Formats

A. Pabuçcu and Ö. Geban, “Remediating misconceptions concerning chemical bonding through conceptual change text,” Hacettepe Eğitim Fakültesi Dergisi, pp. 184–192, 2006, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/76077.