Effect of conceptual change texts on physical inorganic chemistry students’ misconceptions of matter and its changes

2020 ◽  
Author(s):  
Rosyidah Syafaatur Rohmah ◽  
Fariati ◽  
Suhadi Ibnu
Keyword(s):  
Inorganic Chemistry ◽  
Conceptual Change ◽  
Chemistry Students ◽  
Conceptual Change Texts

scholarly journals Effectiveness of conceptual change texts: a Meta analysis

2010 ◽  
Vol 9 ◽  
pp. 1574-1579 ◽  
Author(s):  
Fulya Oner Armagan ◽  
Melike Ozer Keskin ◽  
Beril Salman Akin
Keyword(s):  
Conceptual Change ◽  
Meta Analysis ◽  
Conceptual Change Texts

scholarly journals Effect of simulations enhanced with conceptual change texts on university students’ understanding of chemical equilibrium

2018 ◽  
Vol 83 (1) ◽  
pp. 121-137 ◽  
Author(s):  
Haluk Özmen ◽  
Akbar Naseriazar
Keyword(s):  
University Students ◽  
Conceptual Change ◽  
Chemical Equilibrium ◽  
Control Group ◽  
First Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Conceptual Change Texts ◽  
First Year University ◽  
Experimental Group

The aim of this research was to investigate the effect of computer simulations enhanced with conceptual change texts (CS-CCT) on first year university students? understanding of chemical equilibrium. A quasi-experimental design and one control group (CG, N = 60) as well as one experimental group (EG, N = 65) were used in the study. While students in CG were taught with traditional methods based on textbooks and blackboard, the EG studied the same unit with CS-CCT. The chemical equilibrium concept test (CECT) was administered as pre-test, post-test and delayed test to collect data. The results indicated that the students? scores in the EG were significantly higher than those in the CG in both post-test and delayed test. It was concluded that CS-CCT may become a more effective way for students to picture in their minds chemical equilibrium and improve their alternative interpretations. Also, such a combination is useful for students to enhance their conceptual understanding.

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