ERIC Number: ED475484
Record Type: RIE
Publication Date: 2003-Mar-23
Constructivist Approach: Removing Misconceptions about Chemical Bonding.
The purpose of the present study is to examine the effect of instruction based on constructivist approach on 9th grade students' understanding of chemical bonding concepts (n=41). Also, the effects of gender differences were investigated. Control group students were taught by traditional instruction. Experimental group students were instructed by instruction based on constructivist approach. All students were administered the Chemical Bonding Concept Test as a pre- and post-test. The analysis of the results indicated that there was a significant mean difference between two groups in terms of understanding chemical bonding concepts. However, no effect of gender difference on understanding of chemical bonding concepts was found. This study has implications that chemistry instruction should address development of scientific knowledge through consideration of students' existing ideas. (Author/KHR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).