This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject.
81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study.
There were two groups of students. During the treatment, students in the control group were instructed only with traditionally designed instruction. Students in the experimental group studied with the analogy-enhanced instruction accompanied with concept maps through teacher lecture. Both groups were administered Acid-Base Chemistry Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. Logical Thinking Ability Test was given to both groups at the beginning of the study to determine students&rsquo / logical thinking ability levels.
Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12605247/index.pdf |
| Date | 01 May 2003 |
| Creators | Yilmazoglu, Candan |
| Contributors | Geban, Omer |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | M.S. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
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