Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2004
Tezin Dili: İngilizce
Öğrenci: Arzu Ayhan
Danışman: ÖMER GEBAN
Özet:The main purpose of this study was to compare the effectiveness of conceptual change oriented instruction accompanied with cooperative group work and traditionally designed instruction for removing misconceptions related to acid-base concepts. In this study 33 tenth grade students from two classes from METU Development Foundation Private School in the spring semester of 2003-2004 participated. There were two groups in the study. Students in experimental group received conceptual change oriented instruction with cooperative group work, and students in control group received traditionally designed instruction over a period of six weeks. Acid-Base Concept Test was administered to both groups as pre- and post-test. Students were also received Science Process Skill Test to determine their science process skills as pre-test and Attitude Scale Toward Chemistry to measure their attitudes toward chemistry as pre- and post-test. The hypotheses were tested by t-test, ANCOVA, and ANOVA. The results showed that the students in experimental group had significantly higher scores with respect to achievement related to acid-base concepts than the students in control group. On the other hand, there was no significant difference between attitude mean scores of students in experimental and control groups. Also, science process skill was a strong predictor for the achievement related to acid-base concepts. Alternatively, there was no significant difference between girls and boys in terms of understanding of acid-base concepts and attitudes toward chemistry. Alternatively, there was no significant interaction between gender and treatment on understanding of acid-base concepts and attitudes toward chemistry.