Effectiveness of Conceptual Change Text-oriented Instruction on Students’ Understanding of Energy in Chemical Reactions

Taştan, Özgecan; Yalçınkaya, Eylem; Boz, Yezdan

doi:10.1007/s10956-008-9113-7

Cited by 20 publications

(16 citation statements)

References 60 publications

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“…Further discipline-specific ideas (e.g. concerning endo-/exothermic reactions) have been described by Tastan et al (2008). Chemical engineering students' energy understanding in bond breaking/bond forming has been shown to rely strongly on textbook definitions.…”

Section: Research On Students' Energy Understandingmentioning

confidence: 99%

How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

Opitz

Neumann

Bernholt

et al. 2017

EURASIA J MATH SCI T

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Science standards of different countries introduced disciplinary core ideas and crosscutting concepts-such as energy-to help students develop a more interconnected science understanding. As previous research has mostly addressed energy learning in specific disciplinary contexts, this study targets students' cross-disciplinary understanding of energy. Since no respective test instrument was available, we present the development and validation of an instrument that can be used to compare students' progressing energy understanding across contexts from biology, chemistry, and physics. In a cross-sectional study, we administered the new instrument to N = 752 students at the end of grades 6, 8, and 10. In addition to a detailed discussion of the instrument's reliability and validity, the study findings compare progressing energy understanding in the three disciplinary contexts. With regard to energy as a crosscutting concept, the results are then used to discuss how students' energy understanding may be connected across disciplinary boundaries.

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Section: Research On Students' Energy Understandingmentioning

confidence: 99%

How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

Opitz

Neumann

Bernholt

et al. 2017

EURASIA J MATH SCI T

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“…Following the factors of personal characteristics and instructional intervention, this study also analyzed what do these studies influence on the science learning (i.e., conceptual change, science achievement, attitude, both conceptual change and science achievement and others) and how their effectiveness or impacts are. If the authors stated their intervention was effective, the effectiveness code would be "Yes," Articles related to classroom instruction (94) otherwise, the code would be "No." These steps allowed us to answer the first research question (RQ1).…”

Section: Discussionmentioning

confidence: 99%

Examining the Factors That Influence Students’ Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research

Lin

Yen²,

Liang

et al. 2016

EURASIA J MATH SCI T

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This study used content analysis to examine the most studied conceptual change factors that influence students' science learning processes and their learning outcomes. The reviewed research included empirical studies published since Posner et al. proposed their conceptual change model 30 years ago (from 1982 to 2011). One hundred sixteen SSCI journal and full text articles were sampled from the Education Resources Information Center database. "Conceptual change" in the title of the articles was used for screening the articles. The results showed that learning outcomes chiefly examined students' conceptual change and their science achievement. The most studied factors influencing conceptual change were associated with instruction and personal reasoning ability. As for instruction, multiple instructional methods were usually integrated in the research, and "conceptual conflict" and "cooperative learning" were found to be gaining the most attention. In addition, certain instructional methods were more frequently linked to specific science subjects. Educators require knowledge of conceptual change theories and strategies. Such information should be more readily available in order to develop teachers' pedagogical content knowledge and help them put it effectively into practice.Keywords: conceptual change, conceptual ecology, content analysis, Education Resources Information Center (ERIC), learning factor, learning outcome Correspondence: Mei-Hung Chiu, Graduate Institute of Science Education, National Taiwan Normal University, 88, Sec 4 Ting-Chou Road, 116 Taipei, Taiwan E-mail: mhchiu@ntnu.edu.tw OPEN ACCESSJ.-W. Lin et al. 2618© 2016 iSER, Eurasia J. Math. Sci. & Tech. Ed., 12(9), Examining the Factors That Influence Students' Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change ResearchIt has been 30 years since Posner and his colleagues (Posner, Strike, Hewson, & Gertzog, 1982) proposed the idea about learning requiring for conceptual change. During this period, an increasing number of studies have investigated how and why conceptual change occurs and what the difficulties are in learning scientific concepts across different ages, genders, subjects, and countries. Researchers seem to have reached a consensus on the difficulties associated with conceptual change in school science learning. This raises the question of the extent to which this broad research agenda and emerging findings match what has been published in journals that seek to influence classroom practice and guide science teacher instruction.In an analytical study of citations from 365 identified journal articles on conceptual change (The articles were from the following publications: International Journal of Science Education, International Journal of Science and Mathematics Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education), Chiu, Lin, and Chou (2016) found that the top 25 most cited publications (see Appendix A) out of 17,919 citations mainly discussed theorie...

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“…Peristiwa terjadinya reaksi kimia merupakan kejadian pada level molekuler dimana melibatkan elektron pada kulit terluarnya (Ahiakwo et al, 2012). Kesulitan-kesulitan dalam mempelajari mekanisme reaksi substitusi nukleofilik diantaranya dalam hal penentu reaksi dan keadaan transisi (Tastan, 2010). Kesulitan-kesulitan tersebut dapat diatasi dengan mengimplementasikan beberapa metode dalam perkuliahan mekanisme reaksi, sehingga dapat meningkatkan perhatian (Dicks et al, 2012), melibatkan mahasiswa, berpusat pada mahasiswa (Franz, 2011), meningkatkan semangat belajar (Parker et al, 2012), meningkatkan kemampuan kinerja (Muthyala, 2012), dan percaya diri (Collison, 2012).…”

Section: Pendahuluanunclassified

“…Sejalan dengan yang ditemukan dalam penelitian yang dilakukan Tastan (2010), penelitian inipun menemukan bahwa mekanisme reaksi merupakan materi yang sulit untuk dipahami. Dari 31 mahasiswa yang dipergunakan sebagai sampel penelitian hanya empat yang menjawab pertanyaan mekanisme reaksi dan dari empat mahasiswa tersebut, hanya tiga yang dinyatakan benarbenar memahami mekanisme reaksi, sementara satu mahasiswa sisanya belum begitu memahami mekanisme reaksi, seperti yang terlihat pada grafik mahasiswa nomor 17, 18, 19 dan 20 (Gambar 5).…”

Section: Hasil Dan Pembahasanunclassified

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Implementasi Model Perkuliahan Terpadu Sorogan-Bandongan Untuk Menentukan Pemahaman Mahasiswa Dalam Mempelajari Mekanisme Reaksi

Rinaningsih¹

2014

JPMIPA

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Rinaningsih Universitas Negeri Surabaya ABSTRAKPenelitian ini merupakan penerapan model perkuliahan terpadu Sorogan-Bandongan pada materi mekanisme reaksi substitusi nukleofilik. Penelitian ini bertujuan untuk menentukan materi yang perlu ditekankan dalam perkuliahan. Sampel adalah 31 mahasiswa Jurusan Kimia UNESA yang mengambil mata kuliah Kimia Organik I semester genap Tahun Ajaran 2013/2014. Langkah penelitian terdiri atas menugaskan mahasiswa membaca dan mengerjakan pertanyaan handout sebelum perkuliahan, tes diagnostik, pembahasan materi, pelaksanaan sorogan, bandongan, dan tes akhir. Data penelitian dianalisis menggunakan pendekatan mixed methods. Data kualitatif menunjukkan bahwa 25 mahasiswa membaca handout sebelum perkuliahan, 21 mahasiswa berpendapat lebih mudah memahami perkuliahan setelah membaca handout, dua mahasiswa menyatakan memahami 25% isi handout, 13 mahasiswa memahami 50%, dan 10 mahasiswa memahami 75%. Hasil tes diagnostik menunjukkan bahwa 15% mahasiswa kesulitan memahami pengertian reaksi substitusi, 19% nukleofilisitas, 90% asam-basa Lewis, 23% konfigurasi elektron, 13% pengisian orbital, 23% hibridisasi, 55% penentuan struktur Lewis, 65% elektronegatifitas, 48% SN2, dan 83% SN1. Lima puluh enam persen (56%) mahasiswa kesulitan membedakan mekanisme reaksi SN1 dan SN2. Data kuantitatif menunjukkan korelasi antara handout, tes diagnostik, dan tes akhir adalah sebesar 0,511. Implementasi model terpadu Sorogan-Bandongan dapat meningkatkan efektifitas perkuliahan.Kata kunci: Model Sorogan-Bandongan, tes diagnostik, mekanisme reaksi. ABSTRACTThis research was an application of Sorogan and Bandongan integrated learning model for nucleophylic substitution reaction mechanism. The aim of this research was to determine learning material that needs to be emphasized in learning activity. Samples in this research were 31 UNESA's Chemistry Department students which took Organic Chemistry I subject in 2013/2014 academic year. Research steps consists of assigning students to read and working on handouts questions; diagnostic tests; material discussion; conducting the sorogan, bandongan and final test. The collected data then analyzed using mixed methods approach. Qualitative data showed that 25 students reading the handout before lecture, 21 stated that it was easier to understand the lecture after they read the handout, 2 stated that they understand 25% of what was written in the handout,13 understand 50%, and 10 understand 75%. Diagnostic test results showed that 15% students facing the difficulty in understanding substitution reaction, 19% in understanding nucleophylicity, 90% in Lewis acidicbasic, 23% in electron configuration, 13% in orbital charging, 23% in hybridization, 55% in Lewis structure determination, 65% in electronegativity, 48% in SN2, and 83% in SN1. Fifty five percents (56%) students having the difficulty in differentiate SN1 and SN2 reaction mechanism. Quantitative analysis suggested that correlation between handout, diagnostic test, and final test was 0,511. Sorogan-Bandongan integra...

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Effectiveness of Conceptual Change Text-oriented Instruction on Students’ Understanding of Energy in Chemical Reactions

Cited by 20 publications

References 60 publications

How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

Examining the Factors That Influence Students’ Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research

Implementasi Model Perkuliahan Terpadu Sorogan-Bandongan Untuk Menentukan Pemahaman Mahasiswa Dalam Mempelajari Mekanisme Reaksi

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