Bibliographic Details
| Title: |
Assessing Conceptual Change Instruction Accompanied with Concept Maps and Analogies: A Case of Acid-Base Strengths. |
| Authors: |
HANSON, Ruby1, SEHERI-JELE, Naledi2 maameruby@yahoo.com |
| Source: |
Journal of Turkish Science Education (TUSED). Dec2018, Vol. 15 Issue 4, p55-64. 10p. |
| Subject Terms: |
*Secondary school students, *Experimental design, *Experimental groups, *Control groups, *Visual aids |
| Abstract: |
The research assessed secondary school students' conceptions of acid-base strengths by using the conceptual change instruction accompanied with concept maps and analogies. These teaching strategies were employed to help them make unfamiliar events familiar. Within a quasi-experimental design, the sample of the study consisted of 73 secondary school students. Pre- and post-tests were used to collect data. The results showed that the experimental group that took the conceptual change-oriented instruction performed better than the control group. In light of the results, it can be concluded that employing such visuals and interactive materials as concept maps and analogies for achieving conceptual change is effective in generating better understanding of chemistry concepts. [ABSTRACT FROM AUTHOR] |
|
Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
