Abstract
This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.
Similar content being viewed by others
References
Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147–165.
Alparslan, C., Tekkaya, C., & Geban, Ö. (2003). Using the conceptual change instruction to improve learning. Journal of Biological Education, 37(3), 133–137.
Alvermann, D. E., & Hague, S. A. (1989). Comprehension of counterintuitive science text: Effects of prior knowledge and text structure. Journal of Educational Research, 82(4), 197–202.
Alvermann, D. E., & Hynd, C. R. (1989). Effects of prior knowledge activation modes and text structure on nonscience majors' comprehension of physics. Journal of Educational Research, 83, 97–102.
Basili, P. A., & Standford, J. P. (1991). Conceptual change strategies and cooperative group work in chemistry. Journal of Research in Science Teaching, 28(3), 293–304.
Blanco, A., & Prieto, T. (1997). Pupils' views on how stirring and temperature affect the dissolution of a solid in a liquid: A cross-age study (12 to 18). International Journal of Science Education, 19(3), 303–315.
Cakir, O. S., Geban, O., & Yuruk, N. (2002). Effectiveness of conceptual change text-oriented instruction on students' understanding of cellular respiration concepts. Biochemistry and Molecular Biology Education, 30(4), 239–243.
Case, M. J., & Fraser, D. M. (1999). An investigation into chemical engineering students' understanding of the mole and the use of concrete activities to promote conceptual change. International Journal of Science Education, 21(12), 1237–1249.
Chambers, S. K., & Andre, T. (1997). Gender, prior knowledge, interest and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34(2), 107–123.
Chi, M. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science. Minneapolis, MN: University of Minnesota Press.
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1–49.
Diakidoy, I. N., Kendeou, P., & Ioannides, C. (2003). Reading about energy: The effects of text structure in science learning and conceptual change. Contemporary Educational Psychology, 28, 335–356.
Dole, J. A. (2000). Readers, texts and conceptual change learning. Reading and Writing Quarterly, 16, 99–118.
Dole, J. A., & Niederhauser, D. D. (1990). Student's level of commitment to their naive conceptions and their conceptual change learning from texts. In J. Zutell & McCormick (Eds.), Literacy theory and research: Analyses from multiple paradigms. Chicago: National Reading Conference.
Ebenezer, J. V. (2001). A hypermedia environment to explore and negotiate students' conceptions: Animation of the solution process of table salt. Journal of Science Education and Technology, 10(1), 73–92.
Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students' conceptions of solubility: A phenomenography. Science Education, 80(2), 181–201.
Ebenezer, J. V., & Gaskel, P. J. (1995). Relational conceptual change in solution chemistry. Science Education, 79(1), 1–17.
Fellows, N. J. (1994). A window into thinking: Using student writing to understand conceptual change in science learning. Journal of Research in Science Teaching, 31(9), 985–1001.
Gilbert, J. K., Osborne, R. J., & Fensham, P. J. (1982). Children's science and its consequences for teaching. Science Education, 66(4), 623–633.
Guzzetti, B. J. (2000). Learning counter-intuitive science concepts: What have we learned from over a decade of research. Reading and Writing Quarterly, 16, 89–98.
Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 117–155.
Guzzetti, B. J., Hynd, C. R., Skeels, S. A., & Williams, W. O. (1995). Improving high school physics texts: Students speak out. Journal of Reading, 36, 656–663.
Guzzetti, B. J., Williams, W. O., Skeels, S. A., & Wu, S. M. (1997). Influence of text structure on learning counter-intuitive physics concepts. Journal of Research in Science Teaching, 34, 700–719.
Haidar, A. H., & Abraham, M. R. (1991). A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919–938.
Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students' prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20(8), 731–743.
Hewson, P. W., & Hewson, M. G. (1984). The role of conceptual conflict in concep-tual change and the design of science instruction. Instructional Science, 13, 1–13.
Hynd, C. (2001a). Refutational texts and the change process. International Journal of Educational Research, 35, 699–714.
Hynd, C. (2001b). Persuasion and its role in meeting educational goals. Theory Into Practice, 40(4), 270–277.
Hynd, C., & Alvermann, D. E. (1986). The role of refutation text in overcoming diffuculty with science concepts. Journal of Reading, 29(5), 440–446.
Hynd, C. R., McWhorter, Y. J., Phares, V. L., & Suttles, C. W. (1994). The role of instructional variables in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31(9), 933–946.
Hynd, C., Alvermann, D., & Qian, G. (1997). Preservice elementary school teachers' conceptual change about projectile motion: Refutation text, demonstration, affective factors and relevance. Science Education, 81, 1–27.
Janiuk, R. M. (1993). The process of learning chemistry. Journal of Chemical Education, 70(10), 828–829.
Johnson, P. (1998). Progression in children's understanding of a basic particle theory: Longitudinal study. International Journal of Science Education, 20(4), 393–412.
Kokkotas, P., & Vlachos, I. (1998). Teaching the topic of the particulate nature of matter in prospective teachers' training course. International Journal of Science Education, 20(3), 291–303.
Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students' conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249–270.
Longden, K., Black, P., & Solomon, J. (1991). Children's interpretation of dissolving. International Journal of Science Education, 13(1), 59–68.
Maria, K., & MacGinite, W. (1987). Learning from texts that refute the reader's prior knowledge. Reading Research and Instruction, 26, 222–238.
Mason, L. (2001). Introducing talk and writing for conceptual change: A classroom study. Learning and Instruction, 11, 305–329.
Mikkila-Erdmann, M. (2001). Improving conceptual change concerning photosynthesis through text design. Learning and Instruction, 11, 241–257.
Nakhleh, M. B. (1992). Why some students don't learn chemistry. Journal of Chemical Education, 69, 191–196.
Niaz, M. (1998). A lakatosian conceptual change teaching strategy based on student ability to build models with varying degrees of conceptual understanding of chemical equilibrium. Science Education, 7, 107–127.
Osborne, R. J., & Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489–508.
Petrucci, R. H., & Harwood, W. S. (1993). General chemistry: Principles and modern applications (6th ed.) New York: Macmillan Publishing Company.
Pfundt, H., & Duit, R. (2000). Bibliography: Students' alternative frameworks and science. Kiel, Germany: IPN.
Pınarbaşı, T., & Canpolat, N. (2003). Students' understanding of solution chemistry concepts. Journal of Chemical Education, 80(11), 1328–1332.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.
Prieto, T., Blanco, A., & Rodriguez, A. (1989). The ideas of 11 to 14-year-old students about the nature of solutions. International Journal of Science Education, 11(4), 451–463.
Salisbury-Glennon, J. D., & Stevens, R. J. (1999). Addressing preservice teachers' conceptions of motivation. Teaching and Teacher Education, 15, 741–752.
Slone, M., & Bokhurst, F. D. (1992). Children's understanding of sugar water solutions. International Journal of Science Education, 14(2), 221–235.
Smith, E. L., Blakeslee, T. D., & Anderson, C. W. (1993). Teaching strategies associated with conceptual change learning in science. Journal of Research in Science Teaching, 30(2), 111–126.
Stavy, R. (1990). Children's conception of changes in the state of matter: From liquid (or solid) to gas. Journal of Research in Science Teaching, 27(3), 247–266.
Stofflett, R. T., & Stoddart, T. (1994). The ability to understand and use conceptual change pedagogy as a function of prior content learning experience. Journal of Research in Science Teaching, 31(1), 31–51.
Strike, K., & Posner, G. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147–176). Albany, NY: State University of New York.
Sungur, S., Tekkaya, C., & Geban, Ö. (2001). The contribution of conceptual change texts accompanied by concept mapping to students' understanding of the human circulatory system. School Science and Mathematics, 101(2), 91–101.
Thorley, N. R., & Stofflett, R. T. (1996). Representation of the conceptual change model in science. Teacher Education, 80(3), 317–339.
Treagust, D. F., Harrison, A. G., & Venville, G. J. (1996). Using an analogical teaching approach to engender conceptual change. International Journal of Science Education, 18(2), 213–229.
Wandersee, J., Mintzes, J., & Novak, J. D. (1994). Research on alternative conceptions in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 177–210). New York: Macmillan.
Wang, T., & Andre, T. (1991). Conceptual change text versus traditional text application questions versus no questions in learning about electricity. Contemporary Educational Psychology, 16, 103–116.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
PinarbaŞi;, T., Canpolat, N., BayrakÇeken, S. et al. An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts. Res Sci Educ 36, 313–335 (2006). https://doi.org/10.1007/s11165-005-9003-4
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11165-005-9003-4