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

Kingir S., GEBAN Ö.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, sa.43, ss.306-317, 2012 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2012
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.306-317
  • Anahtar Kelimeler: chemistry education, conceptual change approach, reaction rate, CHANGE TEXT, CHEMISTRY, SCHOOL, CONSTRUCTIVISM, KNOWLEDGE
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

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.