Facilitating Grade 11 Students' Conceptual Understanding of Fundamental Acid-Base Models

Autor/inn/en	Yaman, Fatma; Ayas, Alipasa; Çalik, Muammer
Titel	Facilitating Grade 11 Students' Conceptual Understanding of Fundamental Acid-Base Models
Quelle	In: Turkish Journal of Education, 8 (2019) 1, S.16-32 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yaman, Fatma) ORCID (Ayas, Alipasa) ORCID (Çalik, Muammer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-2858
Schlagwörter	High School Students; Grade 11; Adolescents; Concept Formation; Concept Teaching; Science Instruction; Scientific Concepts; Secondary School Science; Chemistry; Teaching Methods; Instructional Effectiveness; Instructional Films; Animation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Lehrfilm; Ausland; Türkei
Abstract	The purpose of this study was to enhance grade 11 students' conceptual understanding of fundamental acid-base models using Predict-Observe-Explain based animated movies (POE-AM). Twelve grade 11 students participated in the study. To collect data, the students' responses to the POE-AM tasks and interview protocols were used. The findings indicated that the POE-AM tasks positively improved the students' conceptual understanding of fundamental acid-base models and remedied any deficiency identified in pre-interviews and/or the 'predict' stage of the POE strategy. The results also showed that before implementation the students stated the main parts of acids and bases as H+ and OH-ions, respectively. After the implementation, they indicated that the Arrhenius model had the least adequate explanation to imply features/behaviors of acids and bases whilst the Lewis model did the most adequate acid-base definition to address their features/behaviors. Moreover, the study revealed that most of the students had alternative understanding or only partial understanding at the 'predict', but showed somewhat a sound understanding of these concepts at the 'observe' and 'explain' stages. The current study suggests that chemistry teachers should integrate the POE-AM into their classes to effectively promote student learning. (As Provided).
Anmerkungen	Turkish Journal of Education. Available from: Mehmet Tekerek. Azerbaycan Avenue 64/22 Onikisubat, Kahramanmaras TR 46040 Turkey. Tel: +90-505-383-7988; e-mail: turjeorg@gmail.com. Web site: https://dergipark.org.tr/en/pub/turje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01