Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture

Autor/inn/en	Kingir, Sevgi; Geban, Omer; Gunel, Murat
Titel	Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture
Quelle	In: Research in Science Education, 43 (2013) 4, S.1645-1663 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-012-9326-x
Schlagwörter	Science Instruction; Writing (Composition); Heuristics; Statistical Analysis; Semi Structured Interviews; Chemistry; Pretests Posttests; High School Students; Foreign Countries; Science Teachers; Secondary School Teachers; Teaching Methods; Science Tests; Scientific Concepts; Concept Formation; Instructional Effectiveness; Grade 9; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schreibübung; Heuristik; Statistische Analyse; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Unterrichtserfolg; School year 09; 9. Schuljahr; Schuljahr 09; Türkei
Abstract	This study investigated the effect of the Science Writing Heuristic (SWH) approach on grade 9 students' understanding of chemical change and mixture concepts. Four intact classes taught by two chemistry teachers from a Turkish public high school were selected for the study; one class was assigned as the treatment group, and the other class was assigned as the comparison group. Students in the treatment group were instructed by the SWH approach, while those in the comparison group were instructed with traditionally designed chemistry instruction. Tests measuring students' conceptual understanding in the units of chemical change and mixture were administered as pre- and posttest for both groups. At the end of the instruction, semistructured interviews were conducted with 13 students from the treatment group and eight students from the comparison group. ANCOVA results revealed that the SWH approach was superior to the traditional approach on students' understanding of chemical change and mixture concepts. Interview results indicated that students in the treatment group demonstrated better scientific understanding of chemical change and mixture concepts compared to those in the comparison group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10