The main purpose of the study was to compare the effectiveness of conceptual
change oriented instruction accompanied with computer animations and traditionally
designed chemistry instruction on 10th grade students&rsquo / understanding, achievement and
retention of gases concepts and attitudes towards chemistry as a school subject. Also
students&rsquo / views about nature of science were investigated. Quasi experimental design was
used in this study. 67 tenth grade students from two intact classes of a chemistry course
taught by the same teacher in Sokullu High School were enrolled.
The hypotheses were tested by using analyses of covariance and two- way
analyses of variance. The results indicated that instruction based on conceptual change
approach caused significantly better acquisition of the scientific conceptions,
achievement and retention related to gases concepts than traditionally designed chemistry
instruction. Science process skill was determined as a strong predictor in the concepts
related to gases. Moreover instruction based on conceptual change approach improved
students&rsquo / attitudes as a school subject. However no significant effect of gender difference
on students&rsquo / understanding, achievement and attitudes toward chemistry as a school
subject was found. Finally experimental group students&rsquo / views about some characteristics
of nature of science were determined as more realistic than control group students.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12611252/index.pdf |
| Date | 01 December 2008 |
| Creators | Cetin, Pinar Seda |
| Contributors | Geban, Omer |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | Ph.D. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
Page generated in 0.0022 seconds