Facilitating conceptual change in students' understanding of electrochemistry

Níaz, Mansoor

doi:10.1080/09500690110074044

Cited by 49 publications

(45 citation statements)

References 54 publications

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“…These findings are consistent with respect to the research literature on conceptual change in various topics (e.g. Başer, 2006;Case & Fraser, 1999;Chiu et al, 2002;Niaz, 2002;Çalık et al, 2007;Dilber & Düzgün, 2007). The success of this strategy stems from the fact that the PDEODE tasks helped the students to evaluate their prior knowledge and to re-examine their ideas within their groups and in whole-class discussions.…”

Section: Discussionsupporting

confidence: 80%

Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations

Çoştu

2008

EURASIA J MATH SCI T

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The aim of this study was to investigate effectiveness of PDEODE (Predict-DiscussExplain-Observe-Discuss-Explain) teaching strategy in helping students make sense of everyday situations. For this, condensation concept was chosen among many science concepts since it is related to many everyday-life events. Forty-eight eleventh graders students were involved in this study. In order to assess students' application of their knowledge to problem solving in everyday situations, a test including two everyday problems were presented to them as pre-and post-test. As an intervention phase, two PDEODE tasks were utilized to teach condensation. The test scores were analyzed both qualitative and quantitative methods. Statistical analysis using paired t-test of student test scores point to statistically significant differences in tests and total scores (p<0.05) suggesting that the PDEODE teaching strategy either facilitates students to help students make sense of everyday situations or helps students to achieve better conceptual understanding for the concept of condensation.

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Section: Discussionsupporting

confidence: 80%

Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations

Çoştu

2008

EURASIA J MATH SCI T

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“…To overcome students' alternative conceptions, a number of researchers have explored the effects of hands-on activities and science experiments for different age groups. These researchers focused on elementary school students (Dalton & Morocco, 1997;Weaver, 1998;Pyle & Akins-Moffatt, 1999;Marinopoulos & Stavridou, 2002), middle school students (Ertepinar & Geban, 1996;Alexopoulou & Driver, 1996), high school students (Wood-Robinson, Lewis, & Leach, 2000;Hofstein, Navon, Kipnis, & Mamlok-Naaman, 2005), college students (Colburn & Henriques, 2000;Niaz, 2002), preservice teachers (Kelly, 2000;Gibson, Bernhard, Kropf, Ramirez, & Van Strat, 2001;Plourde & Klemm, 2004), and inservice teachers (Bulunuz & Jarrett, 2006;Parker & Heywood, 2000). The research done with elementary school students, preservice teachers and inservice teachers will be the focus here.…”

Section: Hands-on Science Activitiesmentioning

confidence: 99%

Understanding of Earth and Space Science Concepts: Strategies for Concept‐Building in Elementary Teacher Preparation

Bulunuz

Jarrett

2009

School Sci & Mathematics

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This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands‐on learning stations, and concept mapping in improving conceptual understanding. Undergraduates in two sections of a science methods course (N= 52) completed an open‐ended survey, giving explanations about the above concepts three times: as a pretest and twice as posttests after various instructional interventions. The answers, scored with a three point rubric, indicated that the preservice teachers initially had many misconceptions (alternative conceptions). A two way ANOVA with repeated measures analysis (pretest/posttest) demonstrated that readings and learning stations are both successful in building preservice teacher's understanding and that benefits from the hands‐on learning stations approached statistical significance. Concept mapping had an additive effect in building understanding, as evident on the second posttest. The findings suggest useful strategies for university science instructors to use in clarifying science concepts while modeling activities teachers can use in their own classrooms.

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“…Research in science education has recognized the importance of conceptual change based on different philosophical models (Chi, 1992;Clement, Brown & Zietsman, 1989;Dori & Hameiri, 2003;Dykstra, Boyle, & Monarch, 1992;Gunstone, Gray, & Searle, 1992;Neressian, 1989;Niaz, 1995;Niaz & Chacón, 2003;Posner, Strike, Hewson, & Gertzog, 1982;Taber, 2001;Vosniadou, 1994;White, 1993;Zoller & Tsaparlis, 1997). It is important to note that most of these models have drawn inspiration from various philosophical and historical sources (Giere, 1988;Kuhn, 1970;Lakatos, 1970;Laudan, 1977;Toulmin, 1961).…”

Section: Introductionmentioning

confidence: 98%

Facilitating conceptual change in students' understanding of electrochemistry

Cited by 49 publications

References 54 publications

Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations

Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations

Understanding of Earth and Space Science Concepts: Strategies for Concept‐Building in Elementary Teacher Preparation

Facilitating Chemistry Teachers’ Understanding of Alternative Interpretations of Conceptual Change

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