| Title: |
Assessing Conceptual Change Instruction Accompanied with Concept Maps and Analogies: A Case of Acid-Base Strengths |
| Language: |
English |
| Authors: |
Hanson, Ruby; Seheri-Jele, Naledi |
| Source: |
Journal of Turkish Science Education. Dec 2018 15(4):55-64. |
| Availability: |
Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2018 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education; High Schools; Grade 11 |
| Descriptors: |
Concept Formation; Scientific Concepts; Concept Teaching; Misconceptions; Chemistry; Logical Thinking; Concept Mapping; Visualization; Familiarity; Instructional Effectiveness; Science Instruction; Prior Learning; Learner Engagement; Student Attitudes; High School Students; Grade 11; Foreign Countries |
| Geographic Terms: |
Ghana |
| ISSN: |
1304-6020 |
| Abstract: |
The research assessed secondary school students' conceptions of acid-base strengths by using the conceptual change instruction accompanied with concept maps and analogies. These teaching strategies were employed to help them make unfamiliar events familiar. Within a quasi-experimental design, the sample of the study consisted of 73 secondary school students. Pre- and post-tests were used to collect data. The results showed that the experimental group that took the conceptual change-oriented instruction performed better than the control group. In light of the results, it can be concluded that employing such visuals and interactive materials as concept maps and analogies for achieving conceptual change is effective in generating better understanding of chemistry concepts. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
EJ1267576 |
| Database: |
ERIC |