Conceptual understanding of acids and bases concepts and motivation to learn chemistry

Çetin-Dindar, Ayla; Geban, Ömer

doi:10.1080/00220671.2015.1039422

Cited by 31 publications

(36 citation statements)

References 36 publications

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“…The pre-test results of the experimental group EURASIA J Math Sci and Tech Ed 9 / 13 and control group indicated that respondents' understanding of chemistry concepts such as the structure of the atom and acids and bases concepts was low. This outcome is parallel with other studies reported earlier (Cetin-Dindar & Geban, 2017;Demircioglu et al, 2005;Levy Nahum, Hofstein, Mamlok-Naaman, & Bar-Dov, 2004;Muhamad Damanhuri, Treagust, Won, & Chandrasegaran, 2016) whereby students have a low understanding of chemistry concepts mentioned above.…”

Section: Discussionsupporting

confidence: 91%

“…The topic on acids and bases has been reported to be difficult for high school students for almost few decades (Burns, 1982). Acids and bases consisted of abstract concepts and difficult to understand because students should have had an in-depth understanding of particulate nature of matter, solutions, chemical reactions, and chemical equilibrium (Cetin-Dindar & Geban, 2017). Several studies have shown that understanding the nature of acids and bases can be very confusing.…”

Section: Introductionmentioning

confidence: 99%

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Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

Chua

Karpudewan

2019

EURASIA J MATH SCI T

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This study reports the effectiveness of nanoscience activities in enhancing secondary school students' understanding of two chemistry concepts: structure of atom and acid and bases. For the purpose of this study, quasi experiment was employed to 163 Grade 10 students from the Northern Region of Malaysia. Sample from the experimental group was exposed to a series of nanoscience activities lasted for 10 weeks. Students' understanding on the two chemistry concepts was tested using Chemistry Achievement Test (CAT). The CAT consists of multiple-choice questions and openended questions. Data obtained from CAT was analysed using one-way ANCOVA to identify the effectiveness of nanoscience activity in enhancing students' understanding of chemistry concepts. The findings show that there were statistically significant differences between experimental and control groups' mean scores (F (1,160) = 167.82, p < 0.05 ηp 2 = 0.512) with the experimental group students reporting higher mean. The ANCOVA result indicated experimental group students' understanding of chemistry concepts significantly higher than the comparison group. The qualitative analysis of open-ended responses further supports findings obtained from the quantitative analysis. The study suggests that integrating nanoscience into the contemporary teaching of chemistry is relevant and appropriate.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

Chua

Karpudewan

2019

EURASIA J MATH SCI T

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“…Kaya (2013) found out that argumentation practices significantly improved conceptual understanding of the experimental group when compared to the control group. Cetin-Dindar and Geban (2017) concludeed that 5E learning cycle model oriented instruction students outperformed the traditional teacher-centered instruction students in terms of conceptual understanding about acids and bases. Hong (2010) reported that the expeimental group students using collaborative science intervention experienced significant impact as seen through increased attitudes and decreased anxiety of learning science.…”

Section: Difference In the Conceptual Understanding On Matter Prior Amentioning

confidence: 86%

AGHAMIC Action Approach (A3): Its Effects on the Pupils’ Conceptual Understanding on Matter

Rogayan

Macanas²

2020

Journal for the Education of Gifted Young Scientists

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We are now at the onset of Fourth Industrial Revolution, thus, Education 4.0 requires more innovative and more engaging pedagogical strategies to develop globally-competitive and functionally-literate learners. Teachers must continue to innovate strategies and approaches to make Science teaching more engaging, more fun and more collaborative. This two-group quasi-experimental action research seeks to explore the effects of the developed AGHAMIC Action Approach (A 3 ) on the conceptual understanding on matter of Grade 6 pupils. The study involved 23 pupils in the control group taught using traditional method of instruction (TMI) and 24 pupils in the experimental group taught using the A 3 in a public elementary school in Zambales, Philippines for the school year 2019-2020. Pretest and posttest were administered before and after the application of the intervention. The study found out that use A 3 and TMI improved the conceptual understanding of the pupils. However, pupils exposed to the use of A 3 yielded a higher gain score compared to the use of the conventional approach of teaching. Science teachers may utilize the AGHAMIC Action Approach to improve pupils' conceptual understanding in science.

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“…The results of interviews conducted, found that students like to do experiments, which indicates that students like to think critically, discover new interesting things from physics through their investigations. Physics is based on concepts so that learning these abstract things will have obstacles for students and teachers [44][45][46]. By conducting experiments, abstract physics becomes easier to understand and interest of students.…”

Section: Attitude Towards Science Investigationsmentioning

confidence: 99%

A study analysis of student attitude to science lessons

Tanti¹,

Kurniawan

Anggraini

et al. 2020

EduLearn

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An attitude is a form of one's perception of an object that is described with expressions of like or not. The purpose of the study was to describe the attitudes of students towards the three indicators of the attitude of the junior high school in Batanghari. The research method uses quantitative survey research. The instrument used was a questionnaire that focused on three indicators consisting of 18 statements and also interviews. The sample in this study was 280 students in Batanghari. The results of research on three attitude indicators which became the dominant focus of research in the good category. The Social Implications of the Science show a good category with a percentage of 57.9%. The pleasure of science learning is well categorized with a percentage of 45.4%. The attitude towards the science investigation is categorized sufficiently with the percentage category of 41.1%. From the research that has been carried out, it can be seen that the attitude of students in junior high school is categorized as good, because the three indicators examined show good categories.

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Conceptual understanding of acids and bases concepts and motivation to learn chemistry

Cited by 31 publications

References 36 publications

Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

AGHAMIC Action Approach (A3): Its Effects on the Pupils’ Conceptual Understanding on Matter

A study analysis of student attitude to science lessons

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