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ERIC Number: EJ785160
Record Type: Journal
Publication Date: 2007-Dec
Pages: 9
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1059-0145
The Effect of Supplementing Instruction with Conceptual Change Texts on Students' Conceptions of Electrochemical Cells
Yuruk, Nejla
Journal of Science Education and Technology, v16 n6 p515-523 Dec 2007
The aim of this study was to investigate the effectiveness of instruction supplemented by conceptual change texts (CCTs) over traditional instruction on students' understanding of electrochemical (galvanic and electrolytic) cell concepts. The participants of the study consisted of 64 students from the two classes of a high school located in Turkey. Classes were randomly assigned to experimental group, which was exposed to CCTs as a supplementary material, and to control group, which was exposed to traditional instruction. A 23-item multiple-choice test was developed assess students' conceptual understanding of electrochemical cells. This test was administered to both groups before and after the instruction. The results of ANCOVA indicated that students who were instructed by using CCTs had better conceptual understanding of electrochemical cells than those experiencing traditional instruction when their prior electrochemical cell concepts understanding was statistically controlled. The findings of this study suggest that CCTs can be used as a cost- and resource-effective supplement to classroom instruction to promote students' understanding science concepts.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey