Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2014
Tezin Dili: İngilizce
Öğrenci: Gülüzar Eymur
Danışman: ÖMER GEBAN
Özet:The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach on 9th grade students’ understanding in chemical bonding concepts and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction. Seventy-two ninth grade students from two intact classes of chemistry course taught by same teacher in a public high school in Ankara were participated. The study was applied in the spring semester of 2011-2012 academic years. The classes randomly assigned as experimental and control group. The control group was taught by traditionally designed chemistry instruction while the experimental group was taught cooperative learning based on conceptual change approach. Chemical Bonding Concept Test (CBCT) and Attitude Scale toward Chemistry (ASTC) were used as pre- and post- tests. CBCT was used to define students’ understanding of chemical bonding concepts. ASTC was used to identify the effect of treatment on students’ attitude toward chemistry. Besides, Science Process Skills Test was used as pre-test to control students’ intellectual abilities about science as covariate. After treatment, students’ interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students’ perceptions on cooperative work experiences. Using Multivariate Analysis of Variance (MANOVA) and Two-Way Analysis of Variance (ANOVA) tested the hypotheses. The results showed that cooperative learning based on conceptual change approach lead to better acquisition of scientific conceptions related to chemical bonding concept than traditionally designed chemistry instruction. Furthermore, cooperative learning based on conceptual change approach instruction-developed students’ attitudes toward chemistry positively. Also, gender differences were not affected in students’ understanding of chemical bonding concept and their attitudes toward chemistry.