The Effect of Storylines Embedded Within Context-Based Learning Approach on Grade 6 Students’ Understanding of ‘Physical and Chemical Change’ Concepts

Abstract

Alternative conceptions of ‘physical and chemical change’ concepts to minimize their effects on further learning should be handled at lower secondary school in that these concepts are formally introduced at grade 6. This study aimed to investigate the effect of storylines embedded within context-based learning approach on grade 6 students’ understanding of ‘physical and chemical change’ concepts. To probe the students’ conceptions, Chemical and Physical Change Concept Questionnaire (CPCCQ) was employed as pre- and post-test. The results indicated that most of the students tended to pay more attention to ‘reversibility’ criterion in distinguishing ‘chemical change’ concept from ‘physical change’ one. Finally, it can be deduced that the storylines embedded within the context-based learning approach not only resulted in a better meaningful learning but also increased student achievement level. To give an opportunity for the students to grasp the relevance of chemistry/science to their lives, the meaning of each daily life concept should be bridged with that in a chemistry context. Key words: alternative conception, context-based learning approach, chemical change, physical change, science education, storylines.

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“…The abstract nature of understanding elemental properties has led to innovation in the adoption of parallel metaphors not dissimilar to the mnemonic approach for concepts but allowing students to relate to chemical properties through stories or personalization of the rules. For example, instructors adopt a storyline approach to teaching 11 to 12 year old children the elements’ essential properties, which allows them to develop mental images for concepts of chemical change, bonding, and electrons . In this method, scientific theories replace a portion of the students’ misconceptions, although some students develop new misconceptions, and others are resistant to change.…”

“…For example, instructors adopt a storyline approach to teaching 11 to 12 year old children the elements' essential properties, which allows them to develop mental images for concepts of chemical change, bonding, and electrons. 16 In this method, scientific theories replace a portion of the students' misconceptions, although some students develop new misconceptions, and others are resistant to change.…”

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“…Instead, many researchers recommend using narrative, given its open-ended and flexible nature (Avraamidou & Osborne, 2009 ; Millar & Osborne, 1998 ; Norris et al, 2005 ; Torrance & Galbraith, 1999 ). On the one hand, this storytelling approach is found to be effective for students’ science conceptualization (e.g., students’ understanding of physical and chemical change, Demircioğlu et al, 2013 ). What is more, narrative has been considered as more compatible with a constructivist approach because it can be used to connect to learners’ personal experiences and promote deep meaning-making activities (Anilan, 2018 ; Levinson, 2008 ; McKee & Ogle, 2005 ; Mott et al, 1999 ).…”