The effects of conceptual change texts accompanied with animations on overcoming 11th grade students’ alternative conceptions of chemical bonding

Özmen, Haluk; Demircioğlu, Hülya; Demircioğlu, Gökhan

doi:10.1016/j.compedu.2008.11.017

Cited by 67 publications

(38 citation statements)

References 70 publications

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“…By using POE technique, students have an opportunity to use their knowledge in laboratory (White & Gunstone, 1992) and see their knowledge does not solve existing problems. CCTs are found successful in achieving conceptual change in the various studies (Guzzetti, 2000;Özmen, Demircioğlu & Demircioğlu, 2009;Ünal, 2007;Wang & Andre, 1991). Similar many studies results are existed in the literature (Chambers & Andre, 1997;Maria & MacGinite, 1987), for instance Guzzetti (2000) stated that CCTs are one of the best strategies to provide conceptual change and make permanent conceptual changes.…”

Section: Introductionmentioning

confidence: 50%

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

Ültay

Durukan

Ültay

2015

Chem. Educ. Res. Pract.

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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.

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Section: Introductionmentioning

confidence: 50%

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

Ültay

Durukan

Ültay

2015

Chem. Educ. Res. Pract.

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“…Moreover, the lack of a relevant control or comparison group limits the generalizability of these findings, given that previous research has shown the effects of dynamic visualizations for non‐ELs to be inconsistent (e.g., Höffler & Leutner, ; Tversky et al, ). Some studies have reported that a clear representation of motion using dynamic visualizations has distinctive advantages over static visualizations for molecular processes, such as chemical reactions (e.g., Imhof, Scheiter, Edelmann, & Gerjets, ; Özmen, Demircioğlu, & Demircioğlu, ). In other studies, dynamic visualizations were found to be less effective than static equivalents because the overwhelming amount of information being presented in dynamic visualizations can increase the difficulty of identifying relevant information or connecting multiple sources of information to make sense of the content (Ainsworth, ; Hegarty, Kriz, & Cate, ; Lowe, ; Mayer, Hegarty, Mayer, & Campbell, ; Schnotz & Bannert, ).…”

Section: Rationalementioning

confidence: 99%

The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science

Ryoo

Bedell

2017

J Res Sci Teach

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Although extensive research has shown the educational value of different types of interactive visualizations on students’ science learning in general, how such technologies can contribute to English learners’ (ELs) understanding of complex scientific concepts has not been sufficiently explored to date. This mixed‐methods study investigated how interactive dynamic and static visualizations embedded in web‐based inquiry instruction can support ELs and non‐ELs in developing a coherent understanding of energy and matter transformations in life science. A total of 331 seventh‐grade ELs and non‐ELs were randomly assigned to a dynamic or a static visualization condition. During inquiry instruction, students in the dynamic group explored interactive dynamic visualizations of energy and matter transformations; students in the static group explored static, yet otherwise equivalent, interactive visualizations. The results show that, while both forms of visualizations were beneficial for students, dynamic visualizations had significant advantages for improving all students’ understanding of the target concepts. Our analyses of video data revealed that ELs and non‐ELs in the dynamic condition engaged in more talk turns to interpret the scientific phenomena using both visual and textual representations, whereas ELs and non‐ELs in the static condition appeared to rely on textual information to obtain new ideas about the scientific phenomena from the visualization. Compared to the static group, students in the dynamic group also more successfully evaluated and consolidated a range of ideas to develop coherent scientific explanations using evidence from the visualization. This study provides evidence that interactive dynamic visualizations have promise for supporting science learning for all students, including ELs who are often underserved in mainstream science classrooms. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 10: 1274–1301, 2017

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“…The effects of animations on overcoming 11th graders' alternative conceptions of chemical bonding was studied by Özmen, Demircioglu, and Demircioglu (2009). The authors claimed that "chemical bonding is one of the most important topics in undergraduate chemistry and also a topic that students commonly find problematic and develop a wide range of alternative conceptions" (p. 683).…”

Section: Animations Visualizations and Conceptual Changementioning

confidence: 99%

Visualization in Mathematics, Reading and Science Education

Phillips

Norris

Macnab³

2010

Models and Modeling in Science Education

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The effects of conceptual change texts accompanied with animations on overcoming 11th grade students’ alternative conceptions of chemical bonding

Cited by 67 publications

References 70 publications

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

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

The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science

Visualization in Mathematics, Reading and Science Education

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