The conceptual change approach to teaching chemical equilibrium

Dynamising conceptual change approach to teach some genetics concepts/Genetik Kavramlarının Öğretiminde Kavramsal Değişim Yaklaşımının Etkinliğinin Arttırılması

“…As hypothesized, the conceptual change texts, analogies and animated videos combination did lead to better conceptual understanding of related genetic concepts. These results support the findings of former studies in which text-based conceptual change approach can facilitate learning of scientific concepts (Chambers & Andre, 1997;Hynd, Alvermann, & Qian, 1997;Sungur, Tekkaya & Geban, 2001;Cakir et al, 2002;Alparslan, Tekkaya & Geban, 2003;Pekel, 2005;Pinarbasi et al, 2006;Beerenwinkel et al, 2011), importance of analogies (Stavy, 1991;Dagher 1994;Durkin & Barber, 2002;Canpolat et al, 2006;Çetingül and Geban, 2011) (Beentjes & VanderVoort, 1991;Schnotz, 2002;Wang & Hartley, 2003;Annetta et al, 2009), animations (Annetta et al, 2009;Papastergiou, 2009;Bourgonjon, 2010). In addition, students exposed to conceptual change based instruction had more positive attitudes than the students exposed to traditional instruction.…”

“…Also, if needed, examples and figures were included in the texts with the purpose of further assisting students comprehend the scientific concept and realize the limitations of their own ideas (Dilber, 2010 In order to increase the texts' intelligibility and clarity, scientific conceptions were explained by examples including analogies. Many experimental studies emphasize that analogies help students' learning complex scientific concepts and promote conceptual change (Dagher, 1994;Harrison, 2008;Stavy, 1991;Treagust et al, 1992;Canpolat et al, 2006;Pınarbaşı et al, 2006, Çetingül andGeban, 2011). Two excerpt of the conceptual change texts are given in Figure 1.…”

The effectiveness of conceptual change texts in remediating high school students’ alternative conceptions concerning chemical equilibrium

“…In the science education literature, there is an abundance of studies related to utilization of conceptual change texts (Wang & Andre, 1991;Hynd, Mcwhorter, Phares, & Suttles, 1994;Chambers & Andre, 1997;Mikkila, 2001;Yürük & Geban, 2001;Cakir, Uzuntiryaki, & Geban, 2002;Palmer, 2003;Tekkaya, 2003;Canpolat, Pinarbasi, Bayrakceken, & Geban, 2006;Baser & Geban, 2007a;Baser & Geban, 2007b). Wang and Andre (1991) and Chambers and Andre (1997) investigated the effect of conceptual change texts on students' understanding and showed that subjects who received a conceptual change text instruction significantly improved their performance in their understanding of electricity concepts as compared to traditional texts.…”

“…In chemistry education, Yürük and Geban (2001) and Cakir, Uzuntiryaki, and Geban (2002) reported that instruction based on conceptual change texts resulted in a significantly better acquisition of scientific conceptions related to electrochemical cells, and acids and bases as compared to a traditional style instruction. In addition, Canpolat et al (2006) investigated the effect of a conceptual change approach over traditional instruction on students' understanding of chemical equilibrium concepts. The results showed that the students in experimental group performed better than the control group.…”

Conceitos alternativos sobre equilíbrio químico e suas consequências no aprendizado de bioquímica: diagnóstico e intervenções recuperatórias

“…Uma vez fortalecidos, estes constituirão uma base sólida para novas construções vinculadas a diferentes subáreas do conhecimento, e darão sustentação para um aprendizado autônomo e eficiente (Canpolat et al 2006). …”