Effects of Guided and Semi - Guided Laboratory Investigations on Sixth Grade Students’ Conceptualization Levels

Yıl 2010, Cilt: 27 Sayı: 1, 23 - 40, 03.09.2015

Aylin Günay , Ayşenur Yontar Toğrol

Öz

The present study is an attempt to enlighten the effects of two different types of investigation techniques on sixth graders’ conceptualization levels related to the concepts of physical and chemical changes. The study was carried out with the six graders in a public primary school located in an economically disadvantaged district of İstanbul. Eighty students were selected as the sample of the study and two homogeneous groups (n=40) were formed by matching subjects with their science grades and science attitude scores. However, only 27 of the students in the first subgroup and 23 of the students in the second subgroup completed all the treatments. Science Attitude Scale (Toğrol, 2000) was used in order to determine students’ attitudes towards science. Science Concept Scale-Physical and Chemical Changes is the second instrument used to measure students’ conceptualization levels related to the selected science concepts-physical and chemical changes. Two groups treated with guided investigations, and two groups treated with semi-guided investigations. During guided investigations, the procedure of the tasks were given to the students explicitly by the teacher, during semi-guided investigations students find out the procedures by themselves and continue their investigations according to their own procedures. Results of the study indicates that both types of investigations cause positive developments on six graders’ conceptualization levels (guided df=26, t=-7.13, p=.000; semi-guided df=22, t=-6.17, p= .000). In addition, Analysis of Covariance (ANCOVA) was conducted in order to find out whether there is a difference between the conceptualization levels of students who were treated with different investigation techniques. Although the result of this analysis did not indicate a statistically significant difference between the effects of these laboratory investigations on students’ conceptualizations, it is found that the number of incorrect answers or answers which include alternative conceptions for the students who were treated with guided investigations are more comparing with the other group. Also, the number of completely correct answers given by the students who were treated with semi -guided investigations is more than the ones who were treated with guided investigations.

Anahtar Kelimeler

Guided and semi-guided laboratory investigations, physical and chemical changes, conceptualizations

Effects of Guided and Semi - Guided Laboratory Investigations on Sixth Grade Students’ Conceptualization Levels

Öz

The present study is an attempt to enlighten the effects of two different types of investigation techniques on
sixth graders’ conceptualization levels related to the concepts of physical and chemical changes. The study
was carried out with the six graders in a public primary school located in an economically disadvantaged
district of İstanbul. Eighty students were selected as the sample of the study and two homogeneous groups
(n=40) were formed by matching subjects with their science grades and science attitude scores. However,
only 27 of the students in the first subgroup and 23 of the students in the second subgroup completed all the
treatments. Science Attitude Scale (Toğrol, 2000) was used in order to determine students’ attitudes towards
science. Science Concept Scale-Physical and Chemical Changes is the second instrument used to measure
students’ conceptualization levels related to the selected science concepts-physical and chemical changes.
Two groups treated with guided investigations, and two groups treated with semi-guided investigations.
During guided investigations, the procedure of the tasks were given to the students explicitly by the teacher,
during semi-guided investigations students find out the procedures by themselves and continue their
investigations according to their own procedures. Results of the study indicates that both types of
investigations cause positive developments on six graders’ conceptualization levels (guided df=26, t=-7.13,
p=.000; semi-guided df=22, t=-6.17, p= .000). In addition, Analysis of Covariance (ANCOVA) was
conducted in order to find out whether there is a difference between the conceptualization levels of students
who were treated with different investigation techniques. Although the result of this analysis did not indicate a
statistically significant difference between the effects of these laboratory investigations on students’
conceptualizations, it is found that the number of incorrect answers or answers which include alternative
conceptions for the students who were treated with guided investigations are more comparing with the other
group. Also, the number of completely correct answers given by the students who were treated with semi -
guided investigations is more than the ones who were treated with guided investigations

Anahtar Kelimeler

Guided and semi-guided laboratory investigations, physical and chemical changes, conceptualizations

Kaynakça

• Abraham, M. R., Grzybowski, E. B., Renner, J. W., & Marek, E. A. (1992). Understandings and misunderstandings of eight graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29, 105–120.
• Abraham, M. R., Williamson , V. M., & S. L. Westbrook, (1994). A cross-age study of understanding of five chemistry concepts. Journal of Research in Science Teaching, 31, 147–165.
• Ayas, A., & Coştu, B. (2001). Lise 1 öğrencilerinin “buharlaşma, yoğunlaşma ve kaynama” kavramlarını anlama seviyeleri. Science Education Symposium, September 7-8, İstanbul, Turkey.
• Ayas, A., & Demirbaş, A. (1997). Turkish secondary students’ conceptions of introductory chemistry concepts. Journal of Chemical Education, 74, 518-521.
• Bar, V., & Travis, A. S. (1991). Children’s views concerning phase changes. Journal of Research in Science Teaching, 28, 363-382.
• Berry,A., Mulhall, P., Gunstone , R.., & Loughran, J. (1999). Helping students learn from laboratory work. Australian Science Teachers Journal, 45, 27-31.
• Bou Jaoude, S. B. (1991). A study of the nature of students’ understandings about the concept of burning. Journal of Research in Science Teaching, 28, 689-704.
• 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 Philosophy of Science, Vol. 15, pp. 129–187, Minneapolis: University of Minnesota Press.
• Collette, A. T., & E. L. Chiapetta (1989). Science instruction in middle and secondary schools. Colombus-Ohio:Merill Publishing Company.
• Çalık, M. (2005). A cross-age study of different perspectives in solution chemistry from junior to senior high school. International Journal of Science and Mathematics Education, 3, 671-696.
• Çepni, S., Ş. Bayraktar, Yeşilyurt, M., & B. Coştu (2001). İlköğretim 7. sınıf öğrencilerince hal değişimi kavramının anlaşılma seviyelerinin tespiti. Science Education Symposium, September 7-8, Istanbul, Turkey.
• Domin, D. S. (1999). A review of laboratory instruction styles. Journal of Chemical Education, 76, 543-547.
• Driver, R., Guesne, E., &Tiberghien, A. (1998). Children’s Ideas in Science. Milton Keynes-Philadelphia: Open University Press.
• Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students’ conceptions of solubility: A phenomenography. Science Education, 80, 181-201.
• Eryılmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39, 1001-1015.
• Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343-357.
• Gazi, Y. (1995). The effects of mastery learning method of instruction and a particular conceptual change strategy on achievement and misconception levels of eight grade science students. Unpublished master’s thesis, Boğaziçi University, Istanbul, Turkey.
• Gibson, D. J. (1996). Textbook misconceptions: The climax concept of succession. The American Biology Teacher, 58, 135-143.
• Gilbert, J., Osborne, R. & Fensham, P. (1982). Children’s science and its consequences for teaching. Science Education, 66,623-633.
• Goodwin, A. (2002). Is salt melting when it dissolves in water? Journal of Chemical Education, 79, 393-396.
• Guzetti, B. J., Willliams, W. O., Skeels, S. A., & Ming Wu, S. (1997). Influence of text structure on learning counterintuitive physics concepts. Journal of Research in Science Teaching, 34, 701-719.
• Haidar, A. H. (1997). Prospective chemistry teachers’ conceptions of the conservation of matter and related concepts. Journal of Research in Science Teaching, 34, 181-197.
• Hesse A., & Anderson, S. (1992). Students’ conceptions of chemical change. Journal of Research in Science Teaching, 29, 277-99.
• Hofstein, A., & Lunetta, V. N. (2003). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28-54.
• Hofstein, A., Levy, T. L., & Shore, R. (2001). Assessment of the learning environment of inquiry-type laboratories in high school chemistry. Learning Environments Research, 4, 193-207.
• Johnson, P. (2000). Children’s understanding of substances, part 1: Recognizing chemical change. International Journal of Science Education, 22, 719-737.
• Johnson, P. (2002). Children’s understanding of substances, part 1: Explaining chemical change. International Journal of Science Education, 24, 1037-1054.
• Johnson, M. A., & Lawson, A. E. (1998). What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes? Journal of Research in Science Teaching, 35, 89-103.
• Kabapınar, F., Leach, J., & Scott, P. (2004). The design and evaluation of a teaching-learning sequence addressing the solubility concept with Turkish secondary school students. International Journal of Science Education, 26, 635-652.
• Kikas, E. (2004). Teachers’ conceptions and misconceptions on three natural phenomena. Journal of Research in Science Teaching, 41, 432-448.
• Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11, 357–380.
• Noh, T., & Scharmann, L. C. (1997). Instructional influence of a molecular-level pictorial presentation of matter on students’ conceptions and problem-solving ability. Journal of Research in Science Teaching, 34, 199-217.
• Novak, J. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27, 937–994.
• Osborne, R., & Freyberg, P. (1990). Learning in science: The implications of children’s science. Hong Kong: Heineman Education.
• Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13, 147-159.
• Özmen, H., Demircioğlu, G., & Ayas, A. (2001). Bazı kimya kavramlarıyla ilgili öğrenci yanılgıları: Bir literatür araştırması. Science Education Symposium, September 7-8, Istanbul, Turkey.
• Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of contextual change. Review of Educational Research, 63, 167–199.
• Pope, M., & Gilbert, J. (1983). Personal Experiences and construction of knowledge. Science Education, 67, 193-203.
• Posner, G., Strike, K., Hewson, P. and Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
• Resnik, L. (1983). Mathematics and science learning: A new conception. Science, 220, 477- 478.
• Santos, F. M., & Mortimer, E. F. (2003). How emotions shape the relationship between a chemistry teacher and her high school students, International Journal of Science Education, 25, 1095-1110.
• Schmidt, H. J., Baumgartner, T., & Eybe, H. (2003). Changing ideas about the periodic table of elements and students’ alternative concepts of isotopes and allotropes. Journal of Research in Science Teaching, 40, 257–277.
• Schoon, K. J., & Boone, W. J. (1998). Self-efficacy and alternative conceptions of science of preservice elementary teachers. Science Education, 82, 553-568.
• Schunk, D.H. (1991). Self efficacy and academic motivation, Educational Psychologist. 26, 207-231.
• Shiland, T. (1997). Quantum mechanics and conceptual change in high school chemistry textbooks, Journal of Research in Science Teaching, 34, 535-545.
• Sönmez, G., Geban, Ö., & Ertepınar, H. (2001). Altıncı sınıf öğrencilerinin elektrik konusundaki kavramları anlamalarında kavramsal değişim yaklaşımının etkisi. Science Education Symposium, September 7-8, Istanbul, Turkey.
• Spelke, E. S. (1998). Nativism, empiricism and the nature of knowledge. Infant behavior and Development, 21, 181-200.
• Taber, K. S. (2001). Constructing chemical concepts in the classroom? Using research to inform practice. Chemistry Education: Research and Practice in Europe, 2, 43-51.
• Taylor, N., & Coll, R. (1997). The use of analogy in the teaching of solubility to pre-service primary teachers. Australian Science Teacher Journal, 43, 58–65.
• Toğrol, A. Y., & Muğaloğlu, E. Z. (2000). Öğrencilerin bilim insanına yönelik imajları ile fen dersine yönelik tutumları arasındaki ilişkiler. In Hacettepe Üniversitesi Eğitim Fakültesi (Ed.), IV. Fen Bilimleri Eğitimi Kongresi, 251-254, Ankara: Milli Eğitim Basımevi.
• Wallace, C. S., Tsoi, M. Y., Calkin, J., & Darley, M. (2003). Learning from inquiry-based aboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth. Journal of Research in Science Teaching, 40, 986-1024.
• Watson, R., Prieto, T., & Dillon, J. S. (1995). The effect of practical work on students’ understanding of combustion. Journal of Research in Science Teaching, 32, 487-502.
• White, B., & Frederiksen, J.R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3–118.
• Valanides, N. (2000). Primary student teachers’ understanding of the particulate nature of matter and its transformations during dissolving. Chemistry Education: Research and Practice in Europe, 1, 249-262.
• Yontar, A. (1989). The effects of grade and logical reasoning ability on conceptualizations related to selected science concepts of fifth, eight and eleventh grade student. Unpublished doctoral dissertation, Middle East technical University, Ankara, Turkey.
• Zafer, R. (2004). Science teachers’ intention of using varied instructional strategies. Unpublished master’s thesis. Boğaziçi University, Istanbul, Turkey.