Conceptual change text oriented instruction to facilitate conceptual change in rate of reaction concepts


Tezin Türü: Yüksek Lisans

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

Tezin Onay Tarihi: 2006

Öğrenci: CEYDA BALCI

Danışman: YEZDAN BOZ

Özet:

The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students’ misconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in Çanakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year. Two groups of students participated in the study. One group was called Experimental Group and instructed with conceptual change texts oriented instruction accompanied with analogies and the other group was called Control Group and was instructed with traditionally designed chemistry instruction over a period of four weeks. To investigate the effectiveness of the treatment, Rate of Reaction Concepts Test and Attitude Scale Towards Chemistry as a school subject were administered to both groups of students at the beginning and at the end of the treatment period. To evaluate students’ science process skills, Science Process Skills Test was administered to both groups of students before the treatment. MANCOVA was used to test the hypothesis of the study. The results of the study indicated that students instructed with conceptual change texts oriented instruction accompanied with analogies gained higher average scores in Rate of Reaction Concepts Test than the students instructed with traditionally designed chemistry instruction. Results and strategies that were developed for the present study may be used by science teachers to reduce and eliminate students’ misconceptions about rate of reaction concepts.