Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2014
Öğrenci: YALÇIN ÜNLÜ
Danışman: ÖMER GEBAN
Özet:This study was conducted to compare the effectiveness of conceptual change text over traditionally designed chemistry instruction on understanding of solubility equilibrium concepts. Also students’ attitudes toward chemistry as a school subject and toward conceptual change texts were investigated. Moreover, students’ science process skills and effect of the gender difference were also investigated. 108 11th grade students from four classess of a Chemistry course tought by same teacher in TOKİ Anatolian High School in 2010-2011spring semester were enrolled in the study. Students were divided in to two groups. Groups were randomly assigned and experimental group was tought by conceptual change texts through the lecture and the control group was intructed only with traditionally designed science texts. Both groups were administered Solubility Equilibrium Concept Test and Attitude Scale Toward Chemistry as a School Subject as a pre-test and post-test.Science Process Skill Test was given to all groups at the beginning of the study to determine students' level of science process skills. The hypothesis were tested by using t- test, MANCOVA and ANCOVA as follow-up test of MANCOVA. The results showed that instruction with conceptual change texts caused a significantly better acquisition of scientific conceptions and elimination of misconceptions related with solubility equilibrium concepts as compared to the traditional instruction. In addition, no significant difference was found between experimental group and control group students with respect to attitudes toward chemistry as a school subject. Besides, results showed that science process skills of the students' accounted the significant portion of variation in their achievement in solubility equilibrium concepts whereas there was no significant effect of gender difference on students’ understanding of solubility equilibrium concepts.