Remediating Misconceptions Concerning Chemical Bonding Through Conceptual Change Text (original) (raw)
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Remediation of Chemical Bonding Misconception through Conceptual Change Text
Edumania-An International Multidisciplinary Journal, 2024
The study was conducted to explore the impact of conceptual change texts integrated instruction on 10 th class students' understanding of chemical bonding concepts. It mainly aimed to investigate how conceptual change texts stimulate students' prior knowledge, identifying misconceptions, and to help them to understand the chemical bonding concepts by using analogies, explanations, and examples. In conceptual changes text, analogies were used to deal with students' misconceptions. The results analysis revealed that conceptual change texts-oriented instructions have a positive impact on students' understanding of scientific conceptions related to chemical bonding and also helpful in resolving the misconceptions. Mean scores of both groups showed that students in the experimental group performed better with respect to chemical bonding concepts.
Students’ conceptual level of understanding on chemical bonding
2012
The purpose of the study was to investigate the effectiveness of conceptual change oriented instruction on students’ conceptual understanding of chemical bonding concepts. Pretest - posttest design of quasi-experimental method was used to determine the effectiveness. Traditionally developed textbook and analogies were utilized in the control group whereas conceptual change texts and Teaching-With-Analogies Model were used in the experiment group. Results revealed that conceptual change oriented instruction caused better understanding, and two modes of instruction developed similar attitude toward chemistry. Science process skill was a strong predictor in understanding, but no effect of gender difference on understanding and on students’ attitudes was found. Also, semi-structured interviews were used to examine students’ understanding in detail. Pabuçcu, Aybüke & Geban, Ömer (2012). Students’ conceptual level of understanding on chemical bonding, International Online Journal of Educational Sciences, 4 (3), 563-580.
Computers & Education, 2009
This paper aims to determine the effect of conceptual change texts accompanied with computer animations on 11th grade students' understanding and alternative conceptions related to chemical bonding. One experimental group (EG; N = 28) and one comparison group (CG; N = 30) were used in the study. While the comparison group taught traditional instruction, the experimental group received conceptual change text accompanied with computer animations instruction. Chemical bonding achievement test was applied as pre-test, post-test and delayed test to collect data. The results of the study indicated that while there is no statistically significant difference between groups in pre-test, performance of EG students is greater than the CG ones in post-test and delayed test. And also, the EG students are better in remediating their alternative conceptions related to chemical bonding. Based on the study, it is concluded that conceptual change texts combined with computer animations can be effective instructional tools to improve students' conceptual understanding of chemical concepts.
International Journal of Engineering Pedagogy (iJEP)
The concept of chemical bonding is a crucial one in chemistry that occurs throughout the school curriculum and forms the basis of many topics in chemistry. Furthermore, learning about chemical bonding allows the learner to make predictions and provide explanations regarding the physical and chemical properties of substances. However, chemical bonding has been cited as one of the most difficult chemistry concepts for many secondary and higher education students to understand, and therefore, teachers can find it difficult to teach this concept due to the complexity of the underlying theory as well as the need to use abstract models to represent chemical bonds. The teaching methods used in the implementation of the concept can also be challenging. The aim of this study is to reveal the difficulties and alternative conceptions encountered by Moroccan secondary school students when learning concepts related to chemical bonding, the main causes of these difficulties, and the strategies us...
AIP Conference Proceedings, 2018
Chemical bonding is among the material required to be taught to tenth grade senior high school students. This topic also is directly related to other concepts concerning chemicals, such as the shape of molecules and chemical reactions that are associated with the forming or breaking of bonds in a chemical reaction. Unfortunately, chemical bonding is an abstract concept for learners to grasp and this can lead to misconceptions. Errors in understanding this concept can interfere with the learning of other interrelated concepts, so these misconceptions need to be detected in order to derive a solution. This research analyzed the percentage of learners with misconceptions of chemical bonding using a two-tier test totaling three questions. In all, 180 students participated in this study, divided into different school levels (high, medium, low) based on national test scores for chemistry in 2016. The students who participated in this study were recruited using stratified random sampling. More than 50% of learners experienced misconceptions. The level of students' conceptual understanding of chemical bonding shows a common failure in many aspects of chemistry teaching. The highest percentage of students with misconceptions was attending the high-level school. Such misconceptions are due to the failure of many aspects, not only the teaching. Therefore, we need to try to find a solution to reduce misconceptions.
2011 ASEE Annual Conference & Exposition Proceedings
It is generally acknowledged in science and engineering education research that students have prior knowledge about how the world works, such as preconceptions and misconceptions and in order create, develop, or restructure instructional materials and activities, they must be informed by that prior knowledge. In a sense, prior knowledge in a classroom setting consists of, in addition to preconceptions and misconceptions, knowledge gaps, limited language skills, and varying analytical, computational, and graphical skills. As found in science education, effective instructional materials and classroom practice are informed by and address information from broad formative assessment of foundational knowledge of students learning new content. In engineering education, instruction must build on this idea to teach students not only about scientific phenomena, but also application of scientific phenomena to engineering applications. In this research, teaching and learning materials and activities that do this have been informed by such assessment results. In this paper we report on the research question, "How can instructional materials be modified to address and assess misconception and knowledge gap identification and repair from formative and summative assessments in an introductory materials class?" Information from a materials concept inventory, pre-post topic concept question sets, team activities, and classroom dialogue have been used to remodel class notes. Students learned concepts by connecting a real-world artifact's macroscopic properties to its internal atomic and microscopic structural characteristics with multiple representations of the linkages. Application of analogical reasoning and cognitive dissonance learning tools were incorporated in class notes and team activities to promote conceptual change. Incorporating hard data in "explain and predict activities" forces students to address anomalies in their mental models and revise and remodel their conceptual framework in a given topical area. Effective instructional materials can not only address student issues, but also inform instructor practice to enhance his/her pedagogical content knowledge. Two examples are given in this paper about a knowledge gap and a misconception. One is for an atomic bonding knowledge gap about van der Waals bonding and associated misconceptions related to polymer properties. The other is about metallic bonding and students' representation of image and function of bonding in metals. Approaches to addressing these issues are illustrated with implementation of informed instructional materials, activities, and tools in the classroom. These will be presented and discussed in detail in the paper with the goal of illustrating possible pathways to broader implementation of innovative pedagogy by more instructors and possibly other engineering disciplines.
ASEE Annual Conference and Exposition, Conference Proceedings, 2011
It is generally acknowledged in science and engineering education research that students have prior knowledge about how the world works, such as preconceptions and misconceptions and in order create, develop, or restructure instructional materials and activities, they must be informed by that prior knowledge. In a sense, prior knowledge in a classroom setting consists of, in addition to preconceptions and misconceptions, knowledge gaps, limited language skills, and varying analytical, computational, and graphical skills. As found in science education, effective instructional materials and classroom practice are informed by and address information from broad formative assessment of foundational knowledge of students learning new content. In engineering education, instruction must build on this idea to teach students not only about scientific phenomena, but also application of scientific phenomena to engineering applications. In this research, teaching and learning materials and activities that do this have been informed by such assessment results. In this paper we report on the research question, "How can instructional materials be modified to address and assess misconception and knowledge gap identification and repair from formative and summative assessments in an introductory materials class?" Information from a materials concept inventory, pre-post topic concept question sets, team activities, and classroom dialogue have been used to remodel class notes. Students learned concepts by connecting a real-world artifact's macroscopic properties to its internal atomic and microscopic structural characteristics with multiple representations of the linkages. Application of analogical reasoning and cognitive dissonance learning tools were incorporated in class notes and team activities to promote conceptual change. Incorporating hard data in "explain and predict activities" forces students to address anomalies in their mental models and revise and remodel their conceptual framework in a given topical area. Effective instructional materials can not only address student issues, but also inform instructor practice to enhance his/her pedagogical content knowledge. Two examples are given in this paper about a knowledge gap and a misconception. One is for an atomic bonding knowledge gap about van der Waals bonding and associated misconceptions related to polymer properties. The other is about metallic bonding and students' representation of image and function of bonding in metals. Approaches to addressing these issues are illustrated with implementation of informed instructional materials, activities, and tools in the classroom. These will be presented and discussed in detail in the paper with the goal of illustrating possible pathways to broader implementation of innovative pedagogy by more instructors and possibly other engineering disciplines.
International Journal of Science and Mathematics Education, 2016
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students' understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N = 35) was taught by traditional instruction while the experimental group (N = 37) was taught cooperative learning based on conceptual change approach instruction. Chemical Bonding Concept Test (CBCT) was used as pre-and post-test to define students' understanding of chemical bonding concepts. After treatment, students' interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students' perceptions on cooperative work experiences. The results from ANCOVA showed that cooperative learning based on conceptual change approach instruction led to better acquisition of scientific conceptions related to chemical bonding concepts than traditional instruction. Interview results demonstrated that the students in the experimental group had better understanding and fewer misconceptions in chemical bonding concepts than those in the control group. Moreover, interviews about treatment indicated that this treatment helped students' learning and increased their learning motivation and their social skills.
Promoting Conceptual Change in Science Which is More Effective: Conceptual Change Text or Analogy
This research is planned to examine the efficiency of conceptual change text and analogy consisting of science students' alternative concepts within basic concepts of Chemical Bonds. The sample of this study is composed of the selected 46 students who attend science classes at Çukurca Mehmetcik Private Courses. The students were graduated from high school and were continuing their education in the institute to prepare for the university exams. The quasi-experimental research design
Students’ Understanding of Pre-Organic Chemistry Concepts: Chemical Bonding
INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES, 2019
Chemical bonding is a basic chemical principle that has applications in many areas of Chemistry. Students of Chemistry need to be able to analyze situations where Chemical bonding occurs in order to understand reaction mechanisms, many physical properties, solubility, molecular interactions and some spectroscopic information. The study investigated the students' conceptual understanding of pre-organic chemistry concepts in chemical bonding. This used descriptive research design which investigated how the students, after completing General College Chemistry, understand, explain and apply chemical bonding to determine physical attributes of organic molecules. There were 28 BSE Biological Science majors who participated in the study after having completed the 5-units General College Chemistry course with laboratory component. They took the two-tiered conceptual understanding test. The findings show that, generally, the students had functional misconception of Chemical bonding. This manifests that the students had vigorous misconceptions in which they were holding on to their initial beliefs which had enabled them to answer questions correctly, but for wrong reasons. This situation most often goes undetected because usually tests do not probe into the reasons supporting initial students' response.