The effective concepts on students’ understanding of chemical reactions and energy

Yıldızay AYYILDIZ, (Dokuz Eylül Üniversitesi, İzmir, Türkiye)
Leman TARHAN (Dokuz Eylül Üniversitesi, İzmir, Türkiye)
Hacettepe Üniversitesi Eğitim Fakültesi Dergisi
10 0
Yıl: 2012 Cilt: 2012 Sayı: 42 Sayfa Aralığı: 72 - 83 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

The effective concepts on students’ understanding of chemical reactions and energy

Öz:
Çalışmanın amacı, Kimyasal Reaksiyonlar ve Enerji ünitesinin temel kavramları ile bu ünitenin anlamlı öğrenilmesine temel oluşturan alt kavramlar arasındaki ilişkiyi belirlemek ve öğrencilerin öğrenme başarılarmdaki etkililiğini araştırmaktır. Bu amaçla, ünite ve ilişkili önceki üniteler arasında kavram ilişkilendirmeleri yapılmıştır. Çalışma, rastgele deney ve kontrol grubu olarak ayrılan elli iki 11. sınıf öğrencisiyle gerçekleştirilmiştir. Öğrencilerin, uygulanan kavram testi sonuçlan ve alanyazm incelemelerinden belirlenen önbilgi eksiklikleri ve kavram yanılgılarını giderme amacıyla yalnızca deney grubuyla bir hazırlık dersi yapılmıştır. Hazırlık dersinin ardından, deney ve kontrol grupları aynı öğretmen tarafından aynı öğretimi almışlardır. Başarı testi ve görüşme sonuçları; deney grubunun kontrol grubuna kıyasla daha yüksek puanlar aldığını ve daha az sayıda kavram yanılgısına sahip olduğunu göstermiştir.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Kimyasal reaksiyonlar ve enerji ünitesinin öğrenilmesinde etkin kavramlar

Öz:
The purpose of this study was to determine the relationship between the basic concepts related to the unit of Chemical Reactions and Energy and the sub-concepts underlying for meaningful learning of the unit and to investigate the effectiveness of them on students' learning achievements. For this purpose, the basic concepts of the unit were correlated with the concepts of previous units. The study involved fifty-two 11th grade students who were randomly assigned to the experimental and control groups. Before the instruction, a preparatory course was applied on only experimental group to remedy students' the misconceptions and lack of pre-knowledge identified by the concept test results and the literature reviews. After the preparatory course, the experimental and control groups were taught by the same teacher with the same instruction. The achievement test and interviews results showed that the experimental group significantly had higher scores and fewer misconceptions than the control group.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five concepts. Journal of Research in Science Teaching, 31(2), 147-165.
  • Acar, B., & Tarhan, L. (2007). Effect of cooperative learning strategies on students' understanding of concepts in electrochemistry. International Journal of Science and Mathematics Education, 5, 349-373.
  • Ahtee, M., & Varjola, I. (1998). Students' understanding of chemical reaction. International Journal of Science Education, 20, 305-316.
  • Andersson, B. (1986). Pupils' explanations of some aspect of chemical reactions. Science Education, 70, 549-563.
  • Andersson, B. (1990). Pupils' conceptions of matter and its transformation (age 12-13). Studies in Science Education, 18, 53-85.
  • Atkins, P., & Paula, J. (2006). Physical Chemistry for the Life Sciences. New York, NY: W.H. Freeman and Company.
  • Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York, Holt, Reinhart & Winston.
  • Ayas, A., & Demirbaş, A. (1997). Turkish secondary students' conception of introductory chemistry concept. Journal of Chemical Education, 74(5), 518-521.
  • Barker, V. (2000). Students' reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22, 1171-1200.
  • Barker, V., & Millar, R. (2000). Students' reasoning about basic chemical thermodynamics and chemical bonding: what changes ocur during a context-based post-16 chemistry course? International Journal of Science Education, 22, 1171-1200.
  • Basili, P. A., & Sanford, J. P. (1991). Conceptual change strategies and cooperative group work in chemistry. Journal of Research in Science Teaching, 28, 293-304.
  • Ben-Zvi, R., Eylon, B., & Silberstein, J. (1987). Students' visualization of a chemical reaction. Education in Chemistry, 24(3), 117-120.
  • Birk, J. P., & Kurtz, M. J. (1999). Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76,124-128.
  • Bodner, G. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63, 873-8.
  • Boo, H. K. (1998). Student understandings of chemical bonds and the energetics of chemical reactions. Journal of Research in Science Teaching, 35(5), 569-581.
  • Boo, H. K, & Watson, J. R. (2001). "Progression in high school students' (aged 16-18) conceptualizations about chemical reactions in solution". Science Education, 85, 568-585.
  • Brook, A., Briggs, H., Bell, B., & Driver, R. (1984). Aspects of secondary students' understanding of heat: Full report, Children's learning in science project. Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds, UK.
  • Brook, A., & Driver, R. (1984). Aspects of secondary students' understanding of the particulate nature of matter. Children's Learning in Science Project, University of Leeds.
  • Brown, D. E. (1992). Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change. Journal of Research in Science Teaching, 29, 17-34.
  • Butts, B., & Smith, R. (1987). HSC chemistry students' understanding of the structure and properties of molecular and ionic compounds. Research in Science Education, 17, 192-201.
  • Caamano Ros, A. (1993). Conceptions of students about the composition and structure of matter and about understanding of chemical change and the forms of symbolic representation [title translated from Catalan], Doctoral thesis, University of Barcelona, Spain.
  • Clough, E., & Driver, R. (1985). Secondary students' conceptions of the conduction of heat: Bringing together scientific and personal views. Physics Education, 20, 176-182.
  • Cohen, I., & Ben-Zvi, R. (1982). Chemical energy: a learning package. Journal of Chemical Education, 59, 655-658.
  • Coll, R. K, & Taylor,N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. Research in Science and Technological Education, 19, 171-191.
  • De Vos, W., Van Berkel, B., & Verdonk, A. H. (1994). A coherent conceptual structure of the chemistry curriculum. Journal of Chemical Education, 71(9), 743-746.
  • De Vos, W., & Verdonk, A. (1986). A new road to reactions. Part 3: Teaching the heat effect of reactions. Journal of Chemical Education, 63, 972-974.
  • Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students' conceptions of solubility: A phenomenography. Science Education, 80(2), 181-201.
  • Erickson, G. L. (1979). Children's conceptions of heat and temperature. Science Education, 63, 221-230.
  • Erickson, G. L. (1980). Children's viewpoints of heat: A second look. Science Education, 64, 323-336.
  • Finegold, M., & Trumper, R. (1989). Categorizing pupils' explanatory frameworks in energy as a means to the development of a teaching approach. Research in Science Teaching, 19, 97-110.
  • Gabel, D. L., Samuel, K. V., & Hunn, D. F. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64(8), 695-697.
  • Garnett, P.J., Garnett 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, 69-95.
  • Gorin, G. (1994). Mole and chemical amount: A discussion of the fundamental measurements of chemistry. Journal of Chemical Education, 71(2), 114.
  • Greenbowe, T. J., & Meltzer, D. E. (2003). Student learning of thermochemical concepts in the context of solution calorimetry. International Journal of Science Education, 25, 779-800.
  • Griffiths K. A., & Preston R. K. (1992). Grade-12 students misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29, 611-628.
  • Gussarsky, E., & Gorodetsky, M. (1990). On the concept 'chemical equilibrium': The associative framework. Journal of Research in Science Teaching, 27, 197-204.
  • Hameed, H., Hackling, M. W., & Garnett, P. J. (1993). Facilitating conceptual change in chemical equilibrium using a CAI strategy. International Journal of Science Education 15, 221-30.
  • Harrison A. G., Grayson, D. J., & Treagust, D. F. (1999). Investigating a grade 11 student's evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36(1), 55-87.
  • Hesse, J. J., & Anderson, C. W. (1992). Students' conceptions of chemical change. Journal of Research in Science Teaching,.29,211-299.
  • Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students' prior knowledge and conceptual changes strategies on science learning. Journal of Research in Science Teaching, 20(8), 731-743.
  • Huddle, P. A., & White, M. W. (2000). Simulations for teaching chemical equilibrium. Journal of Chemical Education, 77(1), 920-926.
  • Johnstone, A. H., MacDonald, J. J., & Webb, G. (1977). Misconceptions in school thermodynamics. Physics Education, 12(4), 248-251.
  • Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Education Technology Research and Development, 39, 5-14.
  • Kesidou, S., & Duit, R. (1993). Students' conceptions of the second law of thermodynamics, an interpretive study. Journal of Research in Science Teaching, 30(1), 85-106.
  • Kruger, C. (1990). Some primary teachers' ideas about energy. Physics Education, 25, 86-91.
  • Nakhleh, M., (1992). Why some students don't learn chemistry: Chemical misconceptions. Journal of Chemical Education, 69(3), 191 -196.
  • Niaz, M. (2000). A framework to understand students' differentiation between heat energy and temperature and its educational implications. Interchange, 31, 1-20.
  • Niaz, M. (2006). Can the study of thermochemistry facilitate students' differentiation between heat energy and temperature? Journal of Science Education and Technology, 15(3), 269-276.
  • Nicoll, G. (2001). A report of undergraduates' bonding misconceptions. International Journal of Science Education, 23, 707-730.
  • Osborne, R., & Cosgrove, M. (1983). Children's conceptions of the changes of state of water. Journal of Research in Science Teaching, 20(9), 825-838.
  • Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13, 147-159.
  • Paik, S. H., Cho, B. K., & Go, Y. M. (2007). Korean 4- to 11-year-old student conceptions of heat and temperature. Journal of Research in Science Teaching, 44(2), 284-302.
  • Peterson, R., & Treagust,D. F. (1989). Grade-12 students' misconceptions of covalent bonding and structure. Journal of Chemical Education, 66, 459-460.
  • Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 220, 477-478.
  • Ribeiro, G. T. C. (1992). Entropy and the second principle of thermodynamics - Fourth year undergraduates' ideas. Research in Assessment, Vol. IX, 23-36, Royal Society of Chemistry, London.
  • Ross, K. (1993). There is no energy in food and fuels - but they do have fuel value. School Science Review, 75, 39-47.
  • Sanger, M. J., & Greenbowe, T. J. (1997). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34, 377-398.
  • Selepe, C., & Bradley, J. (1997) Student- teacher's conceptual difficulties in chemical thermodynamics. In Sanders, M. (Ed), Proceedings of Southern African Association for Research in Mathematics and Science Education Fifth Annual Meeting, pp.316-321. University of the Witwaterstrand, Johannesburg, South Africa.
  • Smith, C., Wiser, M., Anderson, CW, & Krajcik, J. (2006)* Implications for children's learning for assessment: A proposed learning progression for matter and the atomic molecular theory. Measurement, 14(&2), 1-98.
  • Solomon, J. (1985). Teaching the conservation of energy. Physics Education, 20, 165-170.
  • Sözbilir, M., & Bennett, J. M. (2007). A study of Turkish chemistry undergraduates' understanding of entropy. Journal of Chemical Education, 84(1), 1204-1208.
  • Stavridou, H., & Solomonidou, C. (1989). Physical phenomena-chemical phenomena: Do pupils make the distinction? International Journal of Science Education, 11(1), 83-92.
  • Stavy, R. (1991). Using analogy to overcome about conservation of matter. Journal of Research in Science Teaching, . 28(A), 305-313.
  • Thomas P.L., & Schwenz, R.W. (1999). College physical chemistry students' conceptions of equilibrium and fundamental thermodynamics. Journal of Research in Science Teaching, 35, 1151-1160.
  • Tsaparlis, G. (2003). Chemical phenomena versus chemical reactions: Do students make the connection? Chemistry Education: Research and Practice, 4, 31-43.
  • Yeo, S., & Zadnik, M. (2001). Introductory thermal concept evaluation: assessing student understanding. The Physics Teacher, 39(8), 496-504.
  • Yılmaz, A., and Morgil, İ. (2001). Üniversite öğrencilerinin kimyasal bağlar konusundaki kavram yanılgılarının belirlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 172-178.
APA AYYILDIZ Y, TARHAN L (2012). The effective concepts on students’ understanding of chemical reactions and energy. , 72 - 83.
Chicago AYYILDIZ YILDIZAY,TARHAN Leman The effective concepts on students’ understanding of chemical reactions and energy. (2012): 72 - 83.
MLA AYYILDIZ YILDIZAY,TARHAN Leman The effective concepts on students’ understanding of chemical reactions and energy. , 2012, ss.72 - 83.
AMA AYYILDIZ Y,TARHAN L The effective concepts on students’ understanding of chemical reactions and energy. . 2012; 72 - 83.
Vancouver AYYILDIZ Y,TARHAN L The effective concepts on students’ understanding of chemical reactions and energy. . 2012; 72 - 83.
IEEE AYYILDIZ Y,TARHAN L "The effective concepts on students’ understanding of chemical reactions and energy." , ss.72 - 83, 2012.
ISNAD AYYILDIZ, YILDIZAY - TARHAN, Leman. "The effective concepts on students’ understanding of chemical reactions and energy". (2012), 72-83.
APA AYYILDIZ Y, TARHAN L (2012). The effective concepts on students’ understanding of chemical reactions and energy. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2012(42), 72 - 83.
Chicago AYYILDIZ YILDIZAY,TARHAN Leman The effective concepts on students’ understanding of chemical reactions and energy. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 2012, no.42 (2012): 72 - 83.
MLA AYYILDIZ YILDIZAY,TARHAN Leman The effective concepts on students’ understanding of chemical reactions and energy. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, vol.2012, no.42, 2012, ss.72 - 83.
AMA AYYILDIZ Y,TARHAN L The effective concepts on students’ understanding of chemical reactions and energy. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2012; 2012(42): 72 - 83.
Vancouver AYYILDIZ Y,TARHAN L The effective concepts on students’ understanding of chemical reactions and energy. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2012; 2012(42): 72 - 83.
IEEE AYYILDIZ Y,TARHAN L "The effective concepts on students’ understanding of chemical reactions and energy." Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2012, ss.72 - 83, 2012.
ISNAD AYYILDIZ, YILDIZAY - TARHAN, Leman. "The effective concepts on students’ understanding of chemical reactions and energy". Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 2012/42 (2012), 72-83.
Sayfa Oluşturulma Tarihi
22-04-2024 17:59

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları