Effect of cooperative learning based on conceptual change conditions on motivation and understanding of reaction rate


Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik Ve Fen Alanları Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2009

Öğrenci: ÖZGECAN TAŞTAN

Danışman: YEZDAN BOZ

Özet:

The present study mainly focuses on the effect of cooperative learning based on conceptual change conditions to remedy 11th grade students’ misconceptions related to reaction rate. Also, effect of this method on their motivation was investigated. A total of 110 eleventh grade students participated in the study. Two schools in Ankara and two classes being instructed by the same teacher in each school were included in the sample. One of the classes was randomly assigned as a control group instructed by traditional way and the other as an experimental group instructed by cooperative learning based on conceptual change conditions. This study was conducted on 2008-2009 first semester over six weeks. Reaction Rate Concept Test and Motivated Strategies for Learning Questionnaire were administered as pre-test and post-test to measure students’ understanding of reaction rate, and their motivation. Moreover, Science Process Skill Test was given before instruction to decide whether there was a significant difference between two groups in their science process skills. ANCOVA was used to evaluate the effect of cooperative learning on students’ understanding of reaction rate. The results indicated that cooperative learning based on conceptual change conditions removed most of students’ misconceptions about reaction rate concept and resulted in a significantly better understanding of reaction rate than traditional instruction. Furthermore, data reflecting the effect of conceptual change based cooperative learning on students’ motivation was analyzed by MANOVA. According to the results, cooperative learning based on conceptual change conditions improved intrinsic goal orientation, and self-efficacy for learning and performance.