Analogical Reasoning for Understanding Solution Rates: Students' Conceptual Change and Chemical Explanations

Autor/inn/en	Calik, Muammer; Ayas, Alipasa; Ebenezer, Jazlin V.
Titel	Analogical Reasoning for Understanding Solution Rates: Students' Conceptual Change and Chemical Explanations
Quelle	In: Research in Science & Technological Education, 27 (2009) 3, S.283-308 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
Schlagwörter	Constructivism (Learning); Logical Thinking; Concept Formation; Foreign Countries; Grade 9; Science Education; Scientific Concepts; Pretests Posttests; Intervention; Misconceptions; Instructional Effectiveness; Teaching Methods; Science Instruction; Science Achievement; Student Improvement; Turkey + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Naturwissenschaftliche Bildung; Missverständnis; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Türkei
Abstract	The study aims to demonstrate evidence of (a) students' conceptual change on solution rates; (b) students' sub-microscopic explanations of dissolution; and (c) retention of the concepts of solution rates. The sample consists of 44 Grade 9 students (18 boys and 26 girls) drawn purposively from two different classes (22 each) in the city of Trabzon, Turkey. The current study incorporates multiple methods of data collection: items from a solution concept test, clinical interviews and examination of students' self-assessment tasks. The results reveal that there is a statistically significant difference between scores in pre-test and post-test and between pre-test and delayed test (p less than 0.05). This research indicates that the intervention has improved students' understanding of the conceptual relationship between solution rates and the sub-microscopic explanation of dissolution. It has also helped in overcoming students' alternative conceptions to some extent. However, alternative conceptions have not been eliminated completely. In the light of the results, this current study suggests that a simple model such as the four-step constructivist teaching (4E) is efficient. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10