A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject

Abstract

Inability to link the acid-base concepts with daily life phenomena (as contexts) highlights the need for further research on the context-based acid-base chemistry. In this vein, the aim of this study is to investigate the effects of different teaching designs (REACT strategy, 5Es learning model and traditional (existing) instruction) relevant with 'acids and bases' subject on pre-service science teachers' conceptions and attitudes towards chemistry and to compare them with each other. Within quasi-experimental research design, the sample comprised of 95 pre-service science teachers from Faculty of Education in Giresun University, Turkey. Three intact groups were randomly assigned as either experimental and control groups. To gather data, Acid-Base Chemistry Concept Test (ABCCT), Chemistry Attitudes and Experiences Questionnaire (CAEQ) and semistructured interviews were used. The results denote that REACT strategy is effective in helping the pre-service science teachers retain their gained conceptions in long-term memory whilst 5Es learning model is efficient in achieving conceptual learning. Finally, future studies should test the effects of REACT strategy and 5Es learning model on different variables (i.e. sample, subject, scientific process skills, scientific inquiry) over a longer period of time (i.e. one semester or one-year).Keywords: acids and bases, REACT Strategy, 5Es learning model, contextual learning, constructivism INTRODUCTIONConstructivist learning theory claims that learning is an interaction between new knowledge and pre-existing knowledge (e.g. Bybee, Taylor, Gardner, van Scotter, Powell, Westbrook & Landes, 2006;Driver, 1981). To achieve constructivist learning, 3Es (Explore-Explain-Elaborate) (called Learning Cycle Model), 4Es (Engage-Explore-Explain-Evaluate), 5Es (Engage-Explore-Explain-ElaborateEvaluate) and 7Es (Excite-Explore-Explain-Expand-Extend-Exchange-Examine) learning models have been released (e.g. Bybee, 2003;Eisenkraft, 2003). Of these models, 5Es learning model, which has been adopted for structuring teaching and learning, is widely used by the science educators (Bybee et al., 2006). However, some authors point to shortcomings of elaboration stage (forth step in 5Es learning model) that asks the students/learners for linking their gained experiences with daily life or socioscientific or science-technology-society issues (Kurnaz & Çalık, 2008). Unfortunately, most of 5Es learning papers have confused this stage with the last one (evaluation stage) (e.g. Er Nas, Coruhlu & Cepni, 2010). Inability to associate daily life or socioscientific issues with scientific knowledge (Demircioğlu, Demircioğlu & Çalık, 2009;Gilbert, 2006;Stolk, Bulte, de Jong, & Pilot, 2009a;Ültay & Çalık, 2012) calls for a new learning pedagogy, for example context-based approach, which centralize the learning and teaching around one main context. Because the context-based approach also deploys constructivist learning theory (e.g. Berns & Erickson, 2001;Crawford, 2001;Glynn & Koballa, 2005), the student's pre...

Development and evaluation of a Lewis acid–base tutorial for use in postsecondary organic chemistry courses

“…29,30 Additionally, Ü ltay and Calik found that pre-service chemistry teachers held the misconception that water cannot act as an acid or a base because it acts as a solvent. 31 Schmidt identified several misconceptions about acids and bases. 32 One misconception was that acids must hold a positive charge and that bases must hold a negative charge; thus the misconception follows that neutral compounds, e.g., water, are neither an acid nor a base.…”

“…3,26,27 Additionally, understanding water's ability to act as both an acid and a base can improve student's overall understanding of Lewis acids and bases. [28][29][30][31]33…”

Intertwining Mathematical Modeling With Environmental Issues

“…Phrased differently, the research results indicated that the interdisciplinary mathematical modeling tended to support contextual learning (context-based learning) and higher-order thinking skills (e.g., problem solving, 21 st century skills, mathematical thinking, reasoning abilities, creative thinking, and scientific literacy). Further, it challenged the abstractness and rote learning of school mathematics and science (Cedere et al, 2020;Davison et al 1995;Doğan et al, 2019;Ültay & Çalik, 2016). Hence, it attempted to enhance the seventh-grade students' familiarity with the interdisciplinary mathematical modeling and environmental issues.…”

Using CBA REACT Strategy Supported by Crossword Puzzle Game on the Topic of Acid-Base Titrations

“…In their study, Ultay and Calik (2016) examined the effects of different teaching strategies (REACT strategy, 5E learning model, and traditional teaching) for the topic of acid-base in chemistry courses on science teacher candidates' concepts. In the research, a case for acid rains has been developed, and it was concluded that the REACT strategy was effective in teacher candidates' retention of the concepts in their long-term memories.…”