Using Conceptual Change Texts with Analogies for Misconceptions in Acids and Bases

Abstract

Keywords

• -

References

1. Baker, D.R. (1983). The relationship of attitude, cognitive abilities, and personality to science achievement in junior high school. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Dallas, TX.
2. Banerjee, A. C. (1991). Misconceptions of students and teachers in chemical equilibrium. International journal of science education, 13(14), 487-494.
3. Baser, M., & Geban, Ö. (2007). Effectiveness of conceptual change instruction on understanding of heat and temperature concepts. Research in science & technological education, 25(1), 115 – 133.
4. Bradley, J. D., & Mosimege, M. D. (1998). Misconceptions in acids & bases: A comparative study of student teachers with different chemistry backgrounds. South african journal of chemistry, 51, 137-155.
5. Burns, J. C., Okey, J. R., & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of research in science teaching, 22(2), 169-177.
6. Calık, M., Ayas, A. & Coll, R. (2007). Enhancing pre-service elementary teachers’ conceptual understanding of solution chemistry with conceptual change text, International journal of science and mathematics education, 5, 1-28.
7. Calık, M., Ayas, A. & Coll, R. (2009). Investigating the effectiveness of an analogy activity in improving students’ conceptual change for solution chemistry concepts. International journal of science and mathematics education, 7(4), 651-676.
8. Cakır, O. S., Uzuntiryaki, E., & Geban Ö. (2002). Contribution of conceptual change texts and concept mapping to understanding of acids and bases. A paper presented at annual meeting of the national association for research in science teaching, New Orleans, LA.

9. Chandran, S., Treagust, D.F., & Tobin, K. (1987). The role of cognitive factors in chemistry achievement. Journal of research in science teaching, 24(2), 145-160.
10. Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with student preconceptions in physics. Journal of research in science teaching, 30, 1241-1257.
11. Cros, D., & Maurin, M. (1986). Conceptions of first year university students of the constitution of matter and notations of acids and bases. European journal of science education, 8, 305-313.
12. Delorenzo, R. (1995) Applications and analogies: A dating analogy acid-base titration problems. Journal of chemical education, 72, 1011.
13. Demerouti, M., Kousathana, M., & Tsaparlis, G. (2004). Acid-base equilibria: Upper secondary students’ misconceptions and difficulties. The chemical educator, 9, 122-131.
14. Fraser, W.J. (2001). Let’s revisit competence-based teacher education. Educare, 30, 50-72.
15. Griffiths, A.K., & Bettle, A.C. (1985). High school students’ understanding of food webs: Identification of a learning hierarchy and related misconceptions. Journal of research in science teaching, 22, 421-436.
16. Hand, B. M., & Treagust, D. F. (1988). Application of conceptual conflict strategy to enhance student learning of acids and bases. Research in science education, 18, 53-63
17. Johnson, S. (1987). Gender differences in science. International journal of science education, 9, 467-481.
18. Jones, M.G., Howe, A., & Rua, M.J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science education, 84, 180-192.
19. Kousathana, M., Demerouti, M., & Tsaparlis, G. (2005). Instructional misconceptions in acid-base equilibria. Science and education, 14, 173-193.
20. Meece, J. L., & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of educational psychology, 85, 582-590.
21. Ozmen, H., Demircioglu H. & Demircioglu G. (2009). The effects of conceptual change texts accompanied with animations on overcoming 11th grade students’ alternative conceptions of chemical bonding. Computers and Education, 52 (3), 681-695.
22. Palmer, D. H. (2003). Investigating the relationship between refutational text and conceptual change. Science education, 87, 663-684.
23. Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conception. Science education, 66, 211-227.
24. Ross, B., & Munby, H. (1991). Concept mapping and misconceptions: A study of high school students understanding of acids & bases. International journal of science education, 13, 11-24.
25. Savinainen, A., Scott, P., & Viiri, J. (2005). Empirical study on the efficiency of bridging analogies in learning science. Science education, 89, 175-195.
26. Silverstein, T. P. (2000). Weak versus strong acids and bases: The football analogy. Journal of chemical education, 77, 849-850.
27. Simpson, R.D., & Oliver, J.S. (1990). A summary of major influences on attitude and achievement in science among adolescent students. Science education, 74, 1-18.
28. Treagust, D.F., Harrison, A.G., & Vennile G.J. (1996). Using an analogical teaching approach to engender conceptual change. International journal of science education, 18, 213-229.
29. Tsai, C., & Wen, M. L. (2005). Research trends in science education from 1998 to 2002. International journal of science education, 27(1), 3-14.
30. Uzuntiryaki, E., & Geban, O. (2005). Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts. Instructional science, 33, 311-339.
31. Wang, T., & Andre, T. (1991). Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemporary educational psychology, 16, 103-116.
32. Yuruk, N. (2007). The Effect of Supplementing Instruction with Conceptual Change Texts on Students’ Conceptions of Electrochemical Cells. Journal of science education and technology, 16, 515-523.