Investigating the Effectiveness of an Analogy Activity in Improving Students' Conceptual Change for Solution Chemistry Concepts

Autor/inn/en	Calik, Muammer; Ayas, Alipasa; Coll, Richard K.
Titel	Investigating the Effectiveness of an Analogy Activity in Improving Students' Conceptual Change for Solution Chemistry Concepts
Quelle	In: International Journal of Science and Mathematics Education, 7 (2009) 4, S.651-676 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-008-9136-9
Schlagwörter	Test Items; Chemistry; Long Term Memory; Foreign Countries; Scores; Grade 9; Misconceptions; Scientific Concepts; Concept Formation; Interviews; Pretests Posttests; Science Instruction; Science Activities; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Chemie; Langzeitgedächtnis; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Missverständnis; Concept learning; Begriffsbildung; Interviewing; Interviewtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	This paper reports on an investigation on the use of an analogy activity and seeks to provide evidence of whether the activity enables students to change alternative conceptions towards views more in accord with scientific views for aspects of solution chemistry. We were also interested in how robust any change was and whether these changes in conceptual thinking became embedded in the students' long-term memory. The study has its theoretical basis in an interpretive paradigm, and used multiple methods to probe the issues in depth. Data collection consisted of two concept test items, one-on-one interviews, and student self-assessment. The sample consisted of 44 Grade 9 students selected from two intact classes (22 each), from Trabzon, Turkey. The interviews were conducted with six students selected because of evidence as to their significant conceptual change in solution chemistry. The research findings revealed statistically significant differences in pre-test and post-test scores, and pre-test and delayed post-test scores (p less than 0.05), but no differences between post-test and delayed test scores (p greater than 0.05). This suggests that the analogy activity is helpful in enhancing students' conceptual understanding of solution chemistry, and that these changes may be stored in the students' long-term memory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10