Tekin, Kolomu & Ayas / TFED-TUSED / 1(2) 2004

47

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TRK FEN ETM DERGS Yl 1, Say 2, Aralk 2004

Journal of TURKISH SCIENCE EDUCATION Volume 1, Issue 2, December 2004

http://www.tused.org

Can I Teach Solubility Concept Trough Using Conceptual Change Texts More Effectively? Seher Tekin1, Ali Kolomu2, Alipaa Ayas3
Dr. KT, Fatih Eitim Fakltesi, OFMA Eitimi Blm, 61300, TRABZON 2 MEB, Kimya retmeni, Doktora rencisi , TRABZON 3 Prof. Dr. , KT, Fatih Eitim Fakltesi, OFMA Eitimi Blm, 61300, TRABZON
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SYPNOSIS Introduction Chemistry is a science whose primary purpose is to describe and explain chemical changes. However, many students have developed misconceptions when they learn chemistry. Misconception means any concept that differs from the commonly accepted scientific understanding of the term. Once integrated into a students cognitive structure, these misconceptions interfere with subsequent learning. The student is then left to accomodate the new information in a cognitive structure which already holds inappropriate knowledge. Thus, the new information may not be connected appropriately to students cognitive structure, and low level understandings and misunderstandings of the concept may occur. One active area of reseach on chemistry misconceptions is the topic of solubility. There are many reseach report concerned with concept of solubility. The conceptual change text (CCT) is one of the most effective methods to overcome misconceptions. Traditional teaching techniques may not be adequate to achieve conceptual change in most students. In CCT model, teacher first identifies common misconceptions. Next, students misconceptions are activated by presenting students with situations designed to elicit a prediction based on them. Then, students misconceptions are challenged by introducing them common misconceptions followed by evidence showing that they are wrong. Finally, the instruction presents the correct scientific explanation. Purpose The purposes of this study are as follows: (a) to investigate secondary-school chemistry students misconceptions in solubility, (b) to teach solubility by using CCT, and (c) to determine CCTs effectiveness in overcoming students misconceptions and learning difficulties.

Tekin, Kolomu & Ayas / TFED-TUSED / 1(2) 2004

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Method An action reseach approach was chosen for the study as it seemed to be the best method to answer the research questions, which were concerned with the students understanding of solubility. The sample consisted of 35 secondary school students. Data were collected by using a test consisting of open-ended questions, semi-structured interviews, and lesson observations. The questions on the test were prepared to elicit information about the students chemical knowledge and learning difficulties. The questions can be found in Appendix 1. All 35 students took the test both before and after the CCT was applied. Four students were chosen for the interviews. The interviews were conducted to determine the students learning difficulties and the underlying. Classroom observations ook place while the teacher applied the CCT . The lesson observation data provided a deeper insight of the reseach setting. Application of the CTT lasted for 3 lesson-hour. Findings The data from the test, observations and interviews indicated that many students had some misconceptions concerning solubility. For instance, 64 % of the students could not draw correctly the presentation of a solution of NaCl. 49 % of the students could not calculate correctly the volume of the solution by using the volumes of solvent and solute. 29 % of the students also believed that heat was not an independent variable for solubility rate. According to the classroom observation findings, despite students could describe the terms such as solvent, solution, solute, and solubility, they were not able to move from their theoretical knowledge to answer the teachers question. The data from observations also indicated that most of the students were not able to solve questions asked by the teacher. Interview findings confirmed the other research findings. After the CCT application, the test was taken once again. Then, the pre-test and posttest data were compared. In the post-test, many students answered test items correctly. For instance, 71 % of the students could draw the presentation of a solution of NaCl correctly. 66 % of the students could explain why heat was an independent variable for solubility. As a result it could be said that the CCT implementation helped remove many students misconceptions. Discussion and Conclusions Research findings showed that conceptual change text was quite successful to overcome students learning difficulties and misconceptions in solubility. However, some students have exhibited some misconceptions even after the nstuction given. These students could not use their theoretical knowledge to solve solubility problems. Some students could not draw the presentation of a solution of NaCl even after the nstuction given. The results suggest that CCT manipulations are likely to be effective for teaching solubility. All teachers should reexamine their conceptions of how students learn and what teaching methods can best faciliate learning.