Effect of conceptual change approach on students' understanding of reaction rate concepts

Bu çalışmanın amacı kavramsal değişim metinlerine dayalı öğretim yönteminin 10. sınıf öğrencilerinin reaksiyon hızı kavramların] anlamalarına etkisini geleneksel öğretim yaklaşımı ile karşılaştırarak incelemektir. Bir devlet lisesinde aynı öğretmenin iki smrfında öğrenim görmekte olan 45 öğretici bu çalışmaya katdmıştır. Deney grubunda kavramsal değişim metinlerine dayalı olarak reaksiyon hızı konusu öğretilirken, kontrol grubunda geleneksel yaklaşıma dayalı olarak aynı koııu öğretilmiştir. Bu çalışmadan elde edilen bulgular. Öğrencilerin reaksiyon hızı kavramlarım anlamalarında kavramsal değişim metinlerine dayalı öğretimin geleneksel öğretimden daha etkili olduğunu göstermiştir. Ayrıca, araştırma sonucunda her iki gruptaki öğrencilerde tie bazı kavram yanılgılarının hala devanı ettiği görülmüştür fakat kontrol grubu öğrencilerinde belirlenen kavram yanılgıla.rı oranının deney grubu öğrencilerininkine kıyasla daha yiiksek olduğu tespit edilmiştir. Dahası, bu çalışmada öğrencilerin önceden edindikleri kimya bilgilerinin reaksiyon hızı kavramlarım anlamalarında etkili olduğu sonucuna varılmuştır.

Kavramsal değişim yaklaşımının öğrencilerin reaksiyon hızı kavramlarını anlamalarına etkisi

The purpose oi the present study was to investigate the e t fee t of conceptual change text oriented instruction compared to traditional instruction on I0'1' grade students' understanding-of reaction rate concepts. 45 students from two classes of the same teacher in a public high school participated in this study. Students in the experimental group were instructed by conceptual change text oriented instruction while students in the control group were instructed by traditional instruction. The results indicated that conceptual change text oriented instruction was more effective than traditional instruction on students' understanding of reaction rate concepts. It was also found that some of the misconceptions were still held by the students in both groups. In the control group, the proportion of these misconceptions was higher than that of in the experimental group. Moreover, previous learning in chemistry contributed to students' understanding of reaction rate concepts significantly.

PDF

___

Baser. M.. & Geban, O. (2007). Effect of instruction based on conceptual change activities on students' understanding of static electricity concepts. Research in Science _____£ Technological Education, 25(2), 243-267.
Bilgin, 1., & Geban, O. (2006). The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding: of Chemical Equilibrium Concepts, Journal of Science Education and Technolow, 15(1), 31-46.
Bodner, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education. _____55(10), 873-878.
Boo, H.K, (1998). Students' understandings of chemical bonds and the energetics of chemical reactions. Journal of Research İn Science Teaching, 55(5), 569-581.
Cachapuz, A. F. C., & Maskill, R. (19S7). Detecting changes with learning in the organization of knowledge: use of word association tests to follow the leaminiî of collision theory. International Journal of Science Education, .9(4), 491-504.
Cakmakci, G., Leach, J., & Donnelly, J. (2005). Students' ideas about reaction rate and its relationship with concentration or pressure. International Journal of Science Education, 2S{ 15), 1795-1815.
Cakmakci, G. (2010). Identifying alternative conceptions of chemical kinetics among secondary school and undergraduate students in Turkey. Journal of Chemical Education, 67(4), 449-455.
Calik, M., Ayas, A., & Coll, R. K. (2007). Enhancing pre-service elementary teachers' conceptual understanding of solution chemistry with conceptual change text. International Journal of Science and Mathematics Education, 5, l-28.
Calik, M., Ayas, A., & Coll, R. K. (2009). investigating the effectiveness of an analogy activity in improving students' conceptual change for solution chemistry concepts. International Journal of Science and Mathematics Education, 7(4). 651-676.
Chambers, S.K.., & Andre. T. (1997). Gender, prior knowledge, interest and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107-123.
ClıaiKİran. S., Treagust. D. F.. & Tobin. IC. (1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24(2), 145-160.
Chuephangam, M. (2000). Analysis of misconception in chemistry of Mathayom Suksa 5 students. Retrieved October !9, 2009, from http://www.grad.cmii.ac.th/absiract/2000/edii/abstract/edu 11001 .html
Cohen. J. (1992). A power primer. Psychological Bulletin, 112( 1). 155-159.
De Posada, J. M. (1999). The presentation of metallic bonding in high school science textbooks during three decades: science educational reforms and substantive changes of tendencies. Science Education, S3, 423-447.
Driscoll, M. P. (1994). Psychology of learning for instruction. Needham Heights MA: Ailyn & Bacon.
Driver. R., & Bell, B. (1986). Students" thinking and the learning of science: a constructivist view. School Science Review, 67(240), 443-456.
Driver, R., & Easly, J. (1978). Pupils and paradigms: a review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
Driver, R., Guesne, E., & Tiberghien, A. (1985). Children's ideas in science. Philadelphia, PA: Open University Press.
Dilit, R. (2007). Science education research internationally: conceptions, research methods, domains of research. Eurasia Journal of Mathematics, Science & Technology Education, J(l). 3-15.
Fisher, K. M. (1985). A misconception in biology: amino acids and translation. Journal of Research in Science Teaching, 22(1). 53-62.
Garnett P. J., Gamett, P. J., & Hackling, M. W. (1995). Students' alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-96.
Gorodctsky, M„ & Gussarsky, E. (1986). Misconceptions of the chemical equilibrium concept as revealed by different evaluation methods. European Journal of Science Education, iS'(4), 427-441.
Hewson, P. W., & Thorley, N. R. (1989). The conditions of conceptual change. International Journal of Science Education, 11(5), 541-553.
Hynd, C. R„ McWhorter, J. Y., Phares, V. L., & Sutües, C. V. (1994). The role of instructional variables in conceptual change in high school physics. Journal of Research in Science Teaching, 31(9), 933-946.
Jonas sen, D. H. (1991). Objectivism versus constructivism: Do we need a philosophical paradigm? Educational Technology Research and Development, 39, 5-14.
Justi, R. (2002). Teaching and learning chemical kinetics. In J. İC. Gilbert, O. De Jong, R. Justi. D. Treagust. & J. H. Van Driel (Eds.), Chemical education: Towards research-based practice (pp. 293-315). Dordrecht, The Netherlands: Kluvvcr Academic Publishers.
Kousatlıana, M., & Tsapartis, G. (2002). Students' errors in solving numerical chemical-equilibrium problems. Chemisny Education: Research and Practice in Europe, 5(1), 5-17.
Nakhleh, M.B. (1992). Why some students don't learn chemistry. Journal of Chemical Education, o9(3), 191-196.
Niaz, M. (2002). Facilitating conceptual change İn students' understanding of electrochemistry. International Journal of Science Education, 24(4), 425-439.
Özkan, O., Tekkaya, C., & Geban, O. (2004). Facilitating conceptual change in students' understanding of ecological concepts. Journal of Science Education and Technology, 13(1), 95-105.
Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education. 27(15), 1853-1881.
Posner, G.J., Strike, K.A., Hewson, P.W., & Gerlzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Reynolds, A. J., & Walberg, H. J. (1992). A structural model of science achievement and attitude: An extension to high school. Journal of Educational Psychology, S4(3), 371-382.
Rowlands, S,, & Carson, R. (2001). Contradictions in the constructivist discourse. Philosophy of Mathematics Education Journal (P. Ernest, Ed). 14. Retrieved November 22, 2009, from http://wmv.people.ex.ac.uk/PEmest/pomel4/rowlands.pdf
Uzuntiryaki E., & GebaııA (2005). Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts. Instructional Science, 33, 311-339.
Van Driel, J. H. (2002). Students' corpuscular conceptions in the context of chemical equilibrium and chemical kinetics. Chemistry Education: Research and Practice in Europe, 3(2 ), 201-213.
Van Driel, J. 1L & De Vos, W. (1989). Sneller, harder, vaker. Over hct onderwerp reactiesnelheid in 4-HAVO/VWO. NVON-Maandblad, 14, 291-295.
Wang, T., & Andre, T. (1991). Conceptual change text versus traditional text and application questions versus no questions İn learning about electricity. Contemporary Educational Psychology, 16, 103-116.
Weaver, G. C. (1998). Strategies in K-12 science instruction to promote conceptual change. Science Education, 82(4). 455-472.