Effect of structuring cooperative learning based on conceptual change approach on students' understanding of the concepts of mixtures and their motivation

Download
index.pdf
2013
Belge Can, Hatice
Show full item record
228
views
98
downloads
The purpose of this study is to investigate the effect of structuring cooperative learning based on conceptual change approach on grade nine students’ understanding the concepts of mixtures and their motivation, compared to traditional instruction. Mixtures Concept Test (MCT), self-efficacy for learning and performance, task value, control of learning beliefs, and test anxiety sub-scales of Motivated Strategies for Learning Questionnaire (MSLQ), and mastery approach goals, mastery avoidance goals, performance approach goals, and performance avoidance goals dimensions of Achievement Goal Questionnaire (AGQ) were assigned to the sampled students before treatments are commenced as pretests and after treatments are completed as posttests. There were statistically significant mean differences among the groups exposed to variations of cooperative learning based on conceptual change and traditional instruction with respect to students’ understanding the concepts of mixtures and their motivation. Results drawn upon interviews verified results of percentages of students’ correct responses on the post-MCT that students in the structured cooperative learning group had fewer alternative conceptions about the concepts of mixtures as compared to students in the unstructured cooperative learning group and control group. Specifically, results of the present study revealed that students exposed to Cooperative Learning based on Conceptual Change (CLCC) had better understanding and lower alternative conceptions about the concepts of mixtures, perceived contents related to chemistry more valuable, felt greater control over their own learning, and adopted mastery approach goals more than students instructed by Cooperative Learning based on Conceptual Change without Well-Structuring the Basics of Cooperative Learning (CLCC(-)) and Traditional Instruction (TI).
Chemistry, Science, Group work in education., Teaching, Students, Learning, Psychology of., Education, Secondary.
http://etd.lib.metu.edu.tr/upload/12615889/index.pdf
https://hdl.handle.net/11511/22585
Graduate School of Natural and Applied Sciences, Thesis

Suggestions

The Effect of cooperative learning based on conceptual change approach on students’ understanding of chemical bonding concepts
Eymur, Gülüzar; Geban, Ömer; Department of Secondary Science and Mathematics Education (2014)
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach on 9th grade students’ understanding in chemical bonding concepts and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction. Seventy-two ninth grade students from two intact classes of chemistry course taught by same teacher in a public high school in Ankara were participated. The study was applied in the spring semester of 2011-201...
Effectiveness of 5E learning cycle model on hihg school students' understanding of solubility equilibrium concept
Aydemir, Nurdane; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students’ understanding of solubility equilibrium concept, students’ perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test ...
The effect of cooperative learning approach based on conceptual change conditions on students understanding of chemical equilibrium
Bilgin, İbrahim; Geban, Ömer; Department of Secondary Science and Mathematics Education (2002)
The purpose of this study was to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. In addition, the effects of students' performance in small group work on the students' conceptual understanding and achievement of computational problems related to chemical equilibrium was investigated. mThe subjects ...
Effectiveness of context based approach through 5E learning cycle model on students' understanding of chemical reactions and energy concepts and their motivation to learn chemistry
Çiğdemoğlu, Ceyhan; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012)
The aim of study was to investigate the effect of context-based approach (CBA) through 5E learning cycle (LC) model over traditional instruction on students’ understanding, achievement, and chemical literacy on chemical reactions and energy concepts. The effect of instruction on students’ motivation to learn chemistry and the factors of motivation questionnaire were also explored. Additionally, the effect of gender difference was investigated. Six eleventh grade classes with 187 students taught by three tea...
Effect of cooperative learning based on conceptual change conditions on motivation and understanding of reaction rate
Taştan, Özgecan; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2009)
The present study mainly focuses on the effect of cooperative learning based on conceptual change conditions to remedy 11th grade students’ misconceptions related to reaction rate. Also, effect of this method on their motivation was investigated. A total of 110 eleventh grade students participated in the study. Two schools in Ankara and two classes being instructed by the same teacher in each school were included in the sample. One of the classes was randomly assigned as a control group instructed by tradit...
Citation Formats
H. Belge Can, “Effect of structuring cooperative learning based on conceptual change approach on students’ understanding of the concepts of mixtures and their motivation,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.
METU IIS - Integrated Information Service open@metu.edu.tr