The design and evaluation of a teaching–learning sequence addressing the solubility concept with Turkish secondary school students

Kabapınar, Filiz; Leach, John; Scott, Phil

doi:10.1080/09500690310001614000

Cited by 29 publications

(16 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our intention here is to do what others have proposed and use our findings to help teachers and researchers devise remedial teaching strategies. In support of such a statement, work such as that reported by Ebenezer (2001), Johnston and Scott (1991), Kabapınar et al (2004), Kaartinen and Kumpulainen (2002) and Taylor and Coll (1997) sought to lead teachers and researchers to design guide materials.…”

Section: Resultsmentioning

confidence: 99%

“…However, until now studies of students' understanding of solution chemistry have focused on some particular topics: the dissolution concept (Abraham et al, 1992(Abraham et al, , 1994Cosgrove & Osborne, 1981;Çalık & Ayas, 2005;Ebenezer & Erickson, 1996;Ebenezer & Gaskell, 1995;Longden, Black & Solomon, 1991;Prieto, Blanco & Rodriquez, 1989;Smith & Metz, 1996), the nature of solutions (Prieto et al, 1989;Fensham & Fensham, 1987), solubility (Ebenezer & Erickson, 1996;Gennaro, 1981), energy in solution processes (Ebenezer & Fraser, 2001;Liu, Ebenezer & Fraser, 2002), the effects of temperature and stirring to dissolution of solid into liquid (Blanco & Prieto, 1997), conservation of mass during dissolution process (Drıver & Russell, 1982;Holding, 1987), structural characteristics , types of solutions (named as unsaturated, saturated and supersaturated solution concepts), the concept of vapor pressure lowering, solubility of a gas in water and the relationship between vapor pressure and boiling point (Pınarbaşı & Canpolat, 2003). Research also has considered strategies to overcome alternative conceptions about solution chemistry (e.g., Ebenezer, 2001;Ebenezer & Gaskell, 1995;Johnson & Scott, 1991;Kabapınar, Leach & Scott, 2004;Kaartinen & Kumpulainen, 2002;Taylor & Coll, 1997). Pınarbaşı and Canpolat (2003) focused on types of solutions (unsaturated, saturated and supersaturated solutions), the concept of vapor pressure, solubility of a gas in water and the relationship between vapor pressure and boiling point.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Cross-Age Study of Different Perspectives in Solution Chemistry from Junior to Senior High School

Çalık

2005

Int J Sci Math Educ

View full text Add to dashboard Cite

This study reports on research examining what students think about aspects of solution chemistry and seeks to establish what alternative conceptions they hold in this area. To achieve this aim the researchers developed a test comprising of openended questions that evaluated students understanding of solution chemistry. The test was administered to 441 students selected randomly from different grades, grade 7 through grade 10. The research findings suggest that students have difficulty at comprehending the investigated concepts in solution chemistry. Alternative conceptions about the concepts of dissolution, chemical bonding, evaporation and condensation influence latter learning. Interestingly, the grade 9 students have the least percentages, except for Item 3, amongst grades in terms of alternative conception. Also, students' alternative conceptions are also stored in long-term memory and interact with each another. In the light of the findings, it can be suggested that the future research may need to focus on classifying of students' responses in terms of categories in understanding such as propositions, strings, images, episode, intellectual skills and cognitive strategies.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Cross-Age Study of Different Perspectives in Solution Chemistry from Junior to Senior High School

Çalık

2005

Int J Sci Math Educ

View full text Add to dashboard Cite

show abstract

“…For example, students often describe the process of dissolving as melting or disappearing (Adadan & Savasci, 2012; Çalýk, Ayas, & Ebenezer, 2005) or do not recognize that filtering does not separate dissolved substances (Johnson & Tymms, 2011). Students also conceptualize substances in water from a macroscopic perspective, thinking of solutions as liquids mixed with small pieces of solids (Adadan & Savasci, 2012; Çalýk et al, 2005; Kabapinar, Leach, & Scott, 2004; Prieto, Blanco, & Rodriguez, 1989). Similarly, students have difficulty conceptualizing concentrations, considering only the amount of solute and not the amount of solvent (Adadan & Savasci, 2012).…”

Section: Literature Review Of Student Thinking About Watermentioning

confidence: 99%

A learning progression for water in socio‐ecological systems

et al. 2012

View full text Add to dashboard Cite

Providing model‐based accounts (explanations and predictions) of water and substances in water moving through environmental systems is an important practice for environmental science literacy and necessary for citizens confronting global and local water quantity and quality issues. In this article we present a learning progression for water in environmental systems for students in elementary through high school grades. We investigated student accounts of water and substances in water moving through atmospheric, surface, and soil/groundwater systems, including human‐engineered components of these systems. Using an iterative process of model design, assessment, and interpretation, we identified four levels of achievement in student reasoning. Levels 1 and 2 force‐dynamic accounts explain movement of water as interactions between natural tendencies of water and countervailing powers. Level 3 incomplete school science accounts put events in order and trace water and substance along multiple pathways that include hidden and invisible components. Only Level 4 qualitative model‐based accounts include driving forces and constraining factors to explain or predict where water and substances in water move in given situations. The majority of high school students on average provide accounts between levels 2 and 3. We discuss the significance of these results for citizen participation in addressing common water issues. We end with suggestions for how the water learning progression can be used to inform changes to curricula, assessment, and instruction to support students in achieving level 4 performance. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 843–868, 2012

show abstract

“…Examination of the literature of the teaching and learning of "solubility" concepts results in identification of the following themes: (1) the solubility concept (Abraham, Grzybowski, Renner & Marek, 1992;Abraham, Williamson & Westbrook, 1994;Cosgrove & Osborne, 1981;Ebenezer & Ericson, 1996), (2) the nature of solutions (Fensham & Fensham, 1987;Prieto, Blanco & Rodriguez, 1989), (3) strategies to overcome alternative conceptions about solution chemistry (Ebenezer, 2001;Ebenezer & Gaskell, 1995;Johnson & Scott, 1991;Kabapınar, Leach & Scott, 2004;Taylor & Coll, 1997), (4) discovering alternative conceptions (Case & Fraser, 1999;Smith & Metz, 1996). These studies show that students have several alternative conceptions about solution chemistry.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the effectiveness of conceptual change texts in the REACT strategy

Ültay

Durukan

Ültay

2015

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

This study aimed to investigate the effect of conceptual change texts (CCT) in REACT strategy on students" conceptions of solutions. Quasi-experimental method was used in the study. The study was carried out in the spring term of 2012-2013 academic year with 61 freshmen students (aged 18-20 years) studying in Elementary Education Department. To gather data, the Solutions Concept Test (SCT) was used as a pretest (PrT) and posttest (PoT) and the clinical interviews were used to increase the validity of the data obtained from SCT.In the experimental and control groups, REACT strategy was used as teaching strategy. In the experimental group, REACT strategy was enriched with CCTs. Three CCTs were used in the experiment group. According to the findings, there was a significant difference between the experimental and control groups" PrT and PoT results. It revealed that REACT strategy was found successful at dealing with the alternative conceptions in solution chemistry. However, there was no significant difference was found between the groups" PoT results. On the other hand, qualitative analyses showed that, CCTs were found slightly effective in remediation of alternative conceptions in solution chemistry. This suggests that we may need to use more than one intervention model to effectively remedy the alternative conceptions in solution chemistry. This study may be helpful for diagnosing alternative conceptions and guide the researchers to remedy them. Hence, CCT can be designed for other chemistry topics and implemented in schools.

show abstract

The design and evaluation of a teaching–learning sequence addressing the solubility concept with Turkish secondary school students

Cited by 29 publications

References 23 publications

A Cross-Age Study of Different Perspectives in Solution Chemistry from Junior to Senior High School

A Cross-Age Study of Different Perspectives in Solution Chemistry from Junior to Senior High School

A learning progression for water in socio‐ecological systems

Evaluation of the effectiveness of conceptual change texts in the REACT strategy

Contact Info

Product

Resources

About