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Assessing Conceptual Change Instruction Accompanied with Concept Maps and Analogies: A Case of Acid-Base Strengths

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Title: Assessing Conceptual Change Instruction Accompanied with Concept Maps and Analogies: A Case of Acid-Base Strengths
Language: English
Authors: Hanson, Ruby, Seheri-Jele, Naledi
Source: Journal of Turkish Science Education. Dec 2018 15(4):55-64.
Availability: Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Peer Reviewed: Y
Page Count: 10
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Grade 11
Descriptors: Concept Formation, Scientific Concepts, Concept Teaching, Misconceptions, Chemistry, Logical Thinking, Concept Mapping, Visualization, Familiarity, Instructional Effectiveness, Science Instruction, Prior Learning, Learner Engagement, Student Attitudes, High School Students, Grade 11, Foreign Countries
Geographic Terms: Ghana
ISSN: 1304-6020
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.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1267576
Database: ERIC
FullText Links:
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Turkish+Science+Education%22"><i>Journal of Turkish Science Education</i></searchLink>. Dec 2018 15(4):55-64.
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  Data: Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
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  Data: 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.
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      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Scientific Concepts
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      – SubjectFull: Concept Teaching
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      – SubjectFull: Misconceptions
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      – SubjectFull: Chemistry
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      – SubjectFull: Logical Thinking
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      – SubjectFull: Concept Mapping
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      – SubjectFull: Visualization
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      – SubjectFull: Familiarity
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Science Instruction
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      – SubjectFull: Ghana
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      – TitleFull: Assessing Conceptual Change Instruction Accompanied with Concept Maps and Analogies: A Case of Acid-Base Strengths
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