Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction

Bu çalışmanın amacı, gösteri deneyleriyle desteklenmiş kavramsal değişime dayalı öğretim yönteminin, geleneksel kimya öğretimine kıyasla 11. sınıf öğrencilerinin reaksiyon hızı kavramlarını anlamalarına etkisini incelemektir. Çalışmanın örneklemi, genel bir lisedeki iki kimya sınıfında öğrenim gören toplam 69 on birinci sınıf öğrencisinden oluşmaktadır. Öğrencilerin reaksiyon hızı ile ilgili kavramları anlamalarını değerlendirmek için Reaksiyon Hızı Kavram Testi her iki gruptaki öğrencilere öntest ve sontest olarak uygulanmıştır. Veriler tek yönlü Varyans Analizi (ANOVA) kullanılarak analiz edilmiştir. Sonuçlar, gösteri deneyleri ile desteklenmiş kavramsal değişime dayalı öğretimin geleneksel kimya öğretimi ile kıyaslandığında, reaksiyon hızı ile ilgili kavramların anlaşılmasında daha etkili olduğunu göstermiştir.

Reaksiyon hızı konusunda kavramsal değişime dayalı öğretim metodu ile kavramsal değişimin oluşturulması

The purpose of this study was to investigate the effects of conceptual change-oriented instruction through demonstrations (CCOITD) on 11th grade students’ understanding of rate of reaction concepts when compared to traditionally designed chemistry instruction (TDCI). The sample consisted of 69 11th grade students from two classes in a public high school. Reaction Rate Concept Test was administered to both groups as a pretest and posttest to assess students’ understanding of the concepts. The data was analyzed by using one-way ANOVA. The results show that the experimental group in which CCOITD used had a significantly better acquisition of scientific conceptions related to rate of reaction than the control group.

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