Facilitating Conceptual Change in Students’ Understanding of Boiling Concept

Çoştu, Bayram; Ayas, Alipaşa; Níaz, Mansoor; Ünal, Suat; Çalık, Muammer

doi:10.1007/s10956-007-9079-x

Cited by 59 publications

(43 citation statements)

References 43 publications

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“…Also, the above-average student had no alternative conceptions in the pre-test and showed sound understanding about condensation especially in explaining daily life events related to the topic. These findings are similar to other studies on conceptual change for a variety of topics such as solution (e.g., Ç alık et al 2007b; Pınarbaşı et al 2007), mole (e.g., Case and Fraser 1999), chemical equilibrium (e.g., Canpolat et al 2006), evaporation (e.g., Coştu et al 2010), boiling (e.g., Coştu et al 2007) and electrochemistry (e.g., Niaz 2002). We suggest here that the success of these students stems from the fact that the PDEODE tasks helped them to evaluate their prior knowledge and to reexamine their ideas within their groups and in whole-class discussions.…”

Section: Discussionsupporting

confidence: 90%

“…Sound Understanding (SU) (3 points), Partial Understanding (PU) (2 points), Specific Misconception (SM) (1 point), No Understanding (NU) (0 point), and No Response (NR) (0 point). These are the same criteria used by Coştu et al (2007) to analyze similar open-ended test items. Validation of students' responses to the open-ended items (Items 3a, 4 and 5) employed the following steps.…”

Section: Condensation On a Beaker Filled With Icementioning

confidence: 99%

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Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

2011

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Cataloged from PDF version of article.This article reports on the development of a Predict–Observe–Explain, POEbased\ud teaching strategy to facilitate conceptual change and its effectiveness on student\ud understanding of condensation. The sample consisted of 52 first-year students in primary\ud science education department. Students’ ideas were elicited using a test consisting of five\ud probe questions and semi-structured interviews. A teaching activity composed of three\ud Predict–Discuss–Explain–Observe–Discuss–Explain (PDEODE) tasks was employed,\ud based on students’ preconceptions identified with the test. Conceptual change in students’\ud understanding of condensation was evaluated via a pre-, post-, and delayed post-test\ud approach and students’ interviews. Test scores were analyzed using both qualitative and\ud quantitative methods. The findings suggested that the strategy helps students to achieve\ud better conceptual understanding for the concept of condensation and enables students to\ud retain these new conceptions in their long-term memory

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Section: Discussionsupporting

confidence: 90%

Section: Condensation On a Beaker Filled With Icementioning

confidence: 99%

Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

2011

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“…When the effects of the conceptual change approach on conceptual change is compared with traditional instruction methods, it has been found in many studies that this approach has more positive impacts [e.g., 15,28,29,30]. Furthermore, several efforts, in the science education, have demonstrated alternative roles for technology in teaching and learning [e.g., [31][32][33].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

Özkan¹,

Selçuk²

2015

ujer

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In this study, the effect of technology enhanced conceptual change texts on elementary school students' understanding of buoyant force was investigated. The conceptual change texts (written forms) used in this study are proven for effectiveness and are enriched by using technology support in this study. These texts were tried out on two groups. A pre-test/post-test quasi-experimental design and one control group (n=20) and one experimental group (n=20) were used. Experimental group were given the technology enhanced conceptual change texts, whereas the control group was taught in the traditional instruction. Data were collected five open-ended questions concerning buoyancy. When the results of the study were examined as to the conceptual understanding attained in the two groups, it was found that experimental group's conceptual understanding was higher than that of traditional instruction group. It is believed that these texts about "buoyant force," an often misunderstood subject in science education, are very useful class materials that can enable students to learn meaningfully.

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“…Costu et al (2007) attempted to facilitate students' conceptual change on boiling by implementing appropriately designed teaching activities. The authors worked with fifty-two university students enrolled in introductory chemistry courses.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Three Cognitive Variables on Students’ Understanding of the Particulate Nature of Matter and its Changes of State

Tsitsipis

Stamovlasis

Papageorgiou

2009

International Journal of Science Education

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To cite this version:Dimitrios Stamovlasis, Georgios Tsitsipis, George Papageorgiou. The effect of three cognitive variables on students' understanding of the particulate nature of matter and its changes of state. In- The effect of three cognitive variables on students' understanding of the particulate nature of matter and its changes of state AbstractIn this study, students' understanding of the structure of matter and its changes of state, such as, melting, evaporation, boiling and condensation was investigated in relation to three cognitive variables: logical thinking, field-dependence/field-independence and convergence/divergence dimension. The study took place in Greece with the participation of 329 ninth-grade junior high school pupils (age 14-15). A stepwise multiple regression analysis revealed that all of the above mentioned cognitive variables were statistically significant predictors of the students' achievement. Among the three predictors, logical thinking was found to be the most dominant one. In addition, students' understanding of the structure of matter, along with the cognitive variables, were shown to have an effect on their understanding the changes of states and on their competence to interpret these physical changes. Path analyses were implemented to depict these effects. Moreover, a theoretical analysis is provided that associates logical thinking and cognitive styles with the nature of mental tasks involved when learning the material concerning the particulate nature of matter and its changes of state. Implications for science education are also discussed. KeywordsParticulate structure of matter, changes of state, logical thinking, cognitive styles, field-dependence/field-independence, convergence/divergence thinking.

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Facilitating Conceptual Change in Students’ Understanding of Boiling Concept

Cited by 59 publications

References 43 publications

Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

The Effect of Three Cognitive Variables on Students’ Understanding of the Particulate Nature of Matter and its Changes of State

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