The effects of classic and web-designed conceptual change texts on the subject of water chemistry


Erol TAŞ, Salih GÜLEN, Zeynep ÖNER, Cengiz ÖZYÜREK


Abstract

The purpose of this study is to research the effects of traditional and web-assisted conceptual change texts for the subject of water chemistry on the success, conceptual errors and permanent learning of students. A total of 37 8th graders in a secondary school of Samsun participated in this study which had a random experimental design with pre–test and post-test groups. With the three-stage conceptual success test developed by the researchers, a pilot scheme was conducted with 103 participants (9th graders). As a result of this scheme, the test’s validity and reliability was completed and traditional conceptual change texts based on the determinated conceptual errors were prepared. In addition, this test was applied to students as pre-test at the beginning of the study. Classical conceptual change texts that were prepared were taught with traditional methods in control group’s lessons. On the other hand, traditional conceptual change texts were prepared web-assisted and the experimental group was taught by using web-assisted conceptual change texts. At the end of the study, three-stage conceptual success test was conducted on the sample again as post-test. The data collected was analyzed by using SPSS and Microsoft Office Excel 2007 package program. As a result of the study, it was found that conceptual change texts caused a decrease in the conceptual errors of students on the subject of water chemistry. This improvement was 65% for the experimental group and 14% for the control group. In addition, even after three months, this rate was 61% for the experimental group and 3,8 % for the control group. Web-assisted conceptual change texts were found to be more effective in the permanence of what is learned.


Keywords

Conceptual change texts, Water chemistry, Elementary school.

Paper Details

Paper Details
Topic Science Education
Pages 263 - 280
Issue IEJEE, Volume 7, Issue 2
Date of acceptance 01 March 2015
Read (times) 1351
Downloaded (times) 445

Author(s) Details

Erol TAŞ

Ordu University, Turkey


Salih GÜLEN

MoNE, Turkey


Zeynep ÖNER

MoNE, Turkey


Cengiz ÖZYÜREK

MoNE, Turkey


References

Abdullah, A., & Scaife, J. (1997). Using interviews to assess children’s understanding of science concepts. School Science Review, 78 (285), 79-84.

Ahopelto, I., Mikkilä-Erdmann, M., Anto, E., & Penttinen, M. (2011). Future elementary school teachers' conceptual change concerning photosynthesis. Scandinavian Journal of Educational Research, 55(5), 503-515.

Akbaş, Y., & Gençtürk, E. (2011).The effect of conceptual change approach to eliminate 9th grade high school students' misconceptions about air pressure. Educational Sciences: Theory & Practice, 11(4), 2207-2222.

Akgün, A., & Aydın, M. (2009). Using group work with based on constructivist learning approaches for information deficiencies and misconceptions on melting and dissolution. Electronic Journal of Social Sciences, 8(27), 190-201.

Anıl, Ö., & Küçüközer, H. (2010). Determination prior knowledge and misconceptions of secondary school 9th grade students about plane mirror. Turkish Science Education, 7 (3), 104-122.

Anggoro,f. K., Stein, N. L., & Jee, B. D. (2012). Cognitive factors that influence children’s learning from a multimedia science lesson. International Electronic Journal of Elementary Education, 5(1), 93-108.

Ariasi, N., & Mason, L. (2011). Uncovering the effect of text structure in learning from a science text: an eye-tracking study. Instructional Science, 39, 581–601.

Artun, H., & Coştu, B. (2011). Determination related errors diffusion and osmosis concepts candidates of class teacher. Turkish Science Education, 8 (4), 117-127.

Arslan, H. O. Ciğdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers' misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11) 1667-1686.

Atasoy, Ş., & Akdeniz, A. R. (2007). Development and implementation of a test to predict misconceptions of newton's laws of motion regarding. Turkish Science Education, 4 (1), 45-59.

Ayas, A. (2012). Learning concepts. Salih Çepni (Ed.), Teaching Science and Technology From Theory to Practice (s. 151-177). Ankara: Pegem Academy.

Ayas, A., Özmen, H. ve Coştu, B. (2002). Determination of understanding related by evaporation concept in high school students. Journal of Buca Education Faculty, 14, 74-84.

Aydın, G., & Balım, A. G. (2007). The activities based on conceptual change strategies used in science and technology teaching. Journal of Buca Education Faculty, 22, 54-66.

Aykutlu, I., & Şen, A. İ. (2012). Determination of secondary school students’ misconceptions about the electric current using a three tier test, concept maps and analogies. Education and Science, 37(166), 275-288.

Bacanak A., Küçük M., & Çepni S. (2004). Determination misconceptions in photosynthesis and respiration of elementary school students: Trabzon Sample. Journal of On Mayıs University Education Faculty, 23, 67-80.

Balci, S. Cakiroglu, J., & Tekkaya, C. (2006). Engagement exploration, explanation, extension, and, evaluation (5E) learning cycle and conceptual change text as learning tools. Biochemistry and Molecular Biology Education, 34(3), 199-203.

Baysarı, E. (2007). The effect of the concept cartoon usage on achievement, science attitude and elimination of misconcepts on 5th grade science on living things and life theme. Published Master Thesis, Dokuz Eylül University, Institute of Education Sciences, İzmir.

Beerenwinkel, A., Parchmann I., & Gräsel, C. (2011). Conceptual change texts in chemistry teaching: a study on the particle model of matter. International Journal of Science and Mathematics Education, 9, 1235-1259.

Berber, N. C., & Sarı, M., (2009). The effect of understanding the conceptual change texts in subject work, power, energy. Journal of Ahmet Keleşoğlu Education Faculty, 27, 159 -172.

Bogart, L.M., Cowgill, B. O., Sharma, A. J., Uyeda, K., Sticklor, L. A., Alijewicz, K. E., & Schuster, M. A. (2013). Parental and home environmental facilitators of sugar-sweetened beverage consumption among overweight and obese latino youth. Academic Pediatrics, 13(4), 348-355.

Braasch, J., Goldman, S., & Wiley, J. (2013). The influences of text and reader characteristics on learning from refutations in science texts. Journal of Educational Psychology, 105(3), 561-578.

Bramwell-Lalor, S., & Rainford, M. (2014) The effects of using concept mapping for improving advanced level biology students' lower- and higher-order Cognitive skills. International Journal of Science Education, 36(5) 839-864.

Broughton, S. H., Sinatra, G.M., & Reynolds, R.E. (2010). The nature of the refutation text effect: An Investigation of Attention Allocation. The Journal of Educational Research, 103(6), 407-423.

Bütüner, S. Ö., & Gür, H. (2008). Teaching of angles and triangles by using v-diagrams and mind maps. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2 (1), 1-18.

Costu, B. Ayas, A., & Niaz, M. (2012). Investigating the effectiveness of a POE-based teaching activity on students' understanding of condensation. Instructional Science, 40(1) 47-67.

Coştu, B., Ayas, A., & Ünal, S. (2007). Misconceptions and possible causes: Boiling concept. Journal of Kastamonu Education, 15 (1), 123-136.

Çalik, M., Kolomuç, A., & Karakölge, Z. (2010). The effect of conceptual change pedagogy on students’ conceptions of rate of reaction. Science Education Technoly, 19, 422–433.

Çalik, M., Ayas, A., & Coll, R. K. (2010). Investigating the effectiveness of teaching methods based on a four-step constructivist strategy. Journal of Science Education and Technology, 19(1), 32-48.

Calik, M., Okur, M., & Taylor, N. (2011). A comparison of different conceptual change pedagogies employed within the topic of sound propagation. Science Education Technolgy, 20, 729–742.

Çetingül, İ., & Geban, Ö. (2011). Using conceptual change texts with analogies for misconceptions in acids and bases. Journal of Hacettepe University Education Faculty, 41, 112-123.

Chu, H. E., & Treagust, D. F. (2014). Secondary students' stable and unstable optics conceptions using contextualized questions. Journal of Science Education and Technology, 23(2), 238-251.

Çaycı, B. (2007). Investigation impact of learning concepts with changing concepts of text. Journal of Gazi Education Faculty, 27 (1), 87-102.

Çepni, S., Taş, E., & Köse, S. (2006). The effects of computer assisted materials on students’ cognitive levels, misconceptions and attitude towards science. Computers and Education, (46), 192-205.

Çetinkaya, M. (2010). Investigation of the web-based concept mappings and semantic features analysis efficiency on learning activity for the subject of ''classification of living things. Unpublished Master Thesis, 19 Mayis University, Institute of Science and Technology, Samsun.

Demirci, N., & Efe, S. (2007). Determination misconceptions about sound in elementary school students. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 1(1), 23-56.

Demirkuş, N. (2009). Important concepts in biology lecture notes. Van: Yüzüncü Yıl University.

Diakidoy, I., Mouskounti, T., & Ioannides, C. (2011). Comprehension and learning from refutation and expository texts. Reading Research Quarterly, 46(1), 22–38.

Durmuş, J., & Bayraktar, Ş. (2010). Effects of conceptual change texts and laboratory experiments on fourth grade students' understanding of matter and change concepts. Journal of Science Education and Technology, 19(5), 498-504.

Eraslan, A. (2005). A qualitative study: algebra honor students’ cognitive obstacles as they explore concepts of quadratic functions. Unpublished PhD thesis, The Florida State University College of Education.

Ercan, F., Taşdere, A., & Ercan, N. (2010). The observation cognitive structure and conceptual change through word association test. Journal of Turkish Science Education, 7(2), 136-154.

Ercan, O. (2010). Teachers’ misconceptions about electrochemical concepts. Journal of Turkey Social Research, 14(1), 111-134.

Gadgil, S., Nokes-Malach, T., & Chi, M. (2012). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction, 22(1), 47-61.

Genç, M., Genç, T., & Yüzüak, A.V. (2012). Fixing the game misconceptions: tabu game. Journal of the Institute of Social Sciences Mustafa Kemal University, 9 (20), 581-591.

Gülçiçek, Ç., &Yağbasan, R. (2004). Misconceptions students regarding conservation of mechanical energy in simple pendulum system. Journal of Gazi Education Faculty, 24 (3), 23-38.

Gülen, S. (2010). The study development visual course materials containing popular physics concepts. Unpublished Master Thesis, Yüzüncü Yıl University Institute of Science and Technology.

Gündoğdu, F. (2013). Elementary science and technology grade 8 teacher's guidebook. Ankara: Tuna Printing.

Güneş, T, Dilek, N., Hoplan, D., & Güneş, O. (2011). Misconceptions formed about photosynthesis and respiration in 8th grade students. 2’nd international conference on new trends in education and their implications, Ankara: Siyasal Bookstore.

Hwang, G. J. Kuo, F. R. Chen, N. S., & Ho, H. J. (2014). Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads. Computers & Education, 71, 77-86.

İsen, İ. A., & Kavcar, N. (2006). A study determination and misconceptions the unit of earth movement and development of unit curriculum on secondary physics Courses. Journal of Buca Education Faculty, 20, 84-90.

Kaptan, F. (1999). Teaching science. Istanbul: Education Press.

Karataş, İ., & Baki A. (2013). The effect of learning environments based on problem solving on students’ achievements of problem solving. International Electronic Journal of Elementary Education, 5(3), 249-268.

Karakuyu, Y. (2006). Misconceptions in heat and temperature among high school students. Unpublished PhD Thesis, Süleyman Demirel University Institute of Science and Technology.

Karakuyu, Y., & Tüysüz, C. (2011). Misconceptions and conceptual change approach regarding electricity. Journal of Gaziantep University Social Sciences, 10 (2), 867-890.

Kendeou, P., Muis, K., & Fulton, S. (2011). Reader and text factors in reading comprehension processes. the journal of research in reading, 34(4), 365–383.

Kilic, D., & Saglam, N. (2009). Development of a two-tier diagnostic test to determine students' understanding of concepts in genetics. Eurasian Journal of Educational Research, 9(39), 227-244.

Kıngır, S. Geban, Ö. (2012). Effect of conceptual change approach on students' understanding of reaction rate concepts. Journal of Hacettepe University Education Faculty, 43, 306-317.

Koray, Ö. C., & Bal, Ş. (2002). Misconceptions and conceptual change strategies in science education. Jornul of Kastamonu Education, 10(1), 83-90.

Koray, Ö., Özdemir, M., & Tatar, N. (2005). Primary school student's misconceptions about "units": example of mass and weight. Elementary Education Online, 4(2), 24-31.

Köğce, D., Aydın, M., & Yıldız, C. (2009). Revision of bloom taxonomy: A general view. Elementary Education Online, 8(3), 1-7.

Köse, S. (2004). Effectiveness of conceptual change texts accompanied with concept mapping instructions on overcoming prospective science teachers' misconceptions of photosynthesis and respiration in plants. Published Ph.D., Karadeniz Technical University, Institute of Natural and Applied Sciences, Trabzon.

Köse, S. & Uşak, M. (2006). Determination of misconceptions in science teachers candidate: Photosynthesis and respiration in plants. International Journal of Environmental and Science Education, 1(1), 25 –52.

Köse, S., Ayaş, A., & Taş, E. (2003). The effect of computer assisted instruction on misconceptions: Photosynthesis. Journal of Pamukkale University Education, 14, 106-112.

Köse, S., Ayaş, A., & Uşak, M. (2006). The effect conceptual change texts to relieve following misconceptions in photosynthesis and respiration plants in science teachers candidates. Internatinal Journal of Environmental and Science Education, 1(1), 78–103.

Köse, S., Kaya, F., Gezer, K., & Kara, İ. (2011). Computer aided conceptual change texts: a sample course application. Journal of Pamukkale University Education, 29(1),73-88.

Kutluay Y. (2005). Diagnosis of eleventh grade students' misconceptions about geometric optic by a three-tier test. unpublished master's thesis, METU Department of Secondary Science and Mathematics Education Department.

Lawless, C. Smee, P.O'Shea, T. (1998). Using concept sorting and concept mapping in business and public administration, and in education: An overview. Educational Research, 40(2), 219-235.

McCrudden, M. T. (2012). Readers' use of online discrepancy resolution strategies. Discourse Processes: A Multidisciplinary Journal, 49(2), 107-136.

Özmen, H., (2011). Effect of animation enhanced conceptual change texts on 6th grade students' understanding of the particulate nature of matter and transformation during phase changes. Computers and Education, 57(1), 1114-1126.

Özmen, H., Demircioğlu, H., & Demircioğlu, G. (2009). The effects of conceptual change texts accompanied with animations on overcoming 11th grade students' alternative conceptions of chemical bonding. Computers and Education, 52(3), 681-695.

Özgür, S., & Pelitoğlu, F. (2008). The investigation of 6th grade student misconceptions originated from didactic about the 'digestive system' subject. Theory and Practice of Educational Sciences, 8 (1), 117-159.

Özsoy, G., Memiş, A., & Temur, T. (2009). Metacognition, study habits and attitudes. International Electronic Journal of Elementary Education, 2(1), 154-168.

Schunk, D. H. (2011). One perspective educational learning theories (Tr. Ed: Muzaffer Sahin). Ankara: Nobel Publishing (original publication date of the study, 2009).

Smith, J. K., & Metz, P. A. (1996). Evaluating student understanding of solution chemistry through microscopic representations. Journal of Chemical Education, 73 (3), 233-235.

Sinatra, G., & Broughton, S. (2011). Review of research bridging reading comprehension and conceptual change in science education: The promise of refutation text. Reading Research Quarterly, 46(4), 374–393.

Sökmen, N., & Bayram, H. (1999). Understanding relationship between levels and logical thinking of basic chemistry concepts in high school-1. grade students. Journal of Hacettepe University Education Faculty, 16(17), 89-94.

Sülün, Y., & Kozcu, N. (2005). Misconceptions of perception and interpretation graphic questions on the subject of the environment and population in 8th graders with high school entrance exams. Journal of Erzincan Education, 7 (1), 25-33.

Şen, Ş., & Yılmaz, A. (2012). Effect of conceptual change texts assisted dual situated learning model on achievement. Journal of Hacettepe University Education Faculty, 42,367-379.

Şensoy, Ö., Aydoğdu M., Yıldırım H. İ., Uşak M., & Henger A. H. (2005). An investigation to identify the misconceptions of elementary school students (sixth, seventh and eighth grades) about photosynthesis. Journal of national education Quarterly Educational and Social Sciences, 166, 15-31.

Taş, E., Köse, S., & Çepni, S. (2006). Understanding the impact of the subject photosynthesis with Computer Assisted Instruction Materials. International Journal of Environmental and Science Education, 1(2), 163 – 171

Taş, E., Çetinkaya, M., Karakaya, Ç., & Apaydın, Z. (2013). An investigation on web designed alternative measurement and assessment approach. Education and Science, 38(167), 196-210.

Tippett, C. D. (2010). Refutation text in science education: a review of two decades of research. International Journal of Science and Mathematics Education, 8(6), 951-970.

Tsai, C. C., & Chou, C. (2002). Diagnosing students' alternative conceptions in science. Journal of Computer Assisted Learning, 18(2), 157-165.

Turgut, M., Baker D., Cunningham R. ve Piburn M. (1997). Elementary science education. Ankara: Higher Education World Bank.

Ünal, S. (2007). A new approach on teaching of chemical bonds and intermolecular forces: the effects of CAI and CCT on conceptual change. Unpublished PhD Thesis, Karadeniz Technical University, Institute of Science and Technology, Trabzon.

Ülgen, G. (2006). Concept development. Ankara: Nobel Publishing.

Related Papers