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GENDER DIFFERENCES IN CONSTRUCTIVIST APPROACH TO HIGH SCHOOL LEARNERS’ COMPREHENSION OF ELECTROCHEMISTRY CONCEPTS

Yıl 2016, Cilt: 4 , 210 - 219, 01.09.2016

Öz

This study reports on
research findings on the effect of collaboration combined with text
manipulation on male and female learners’ comprehension of electrochemistry
concepts in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga
province of South Africa. The theoretical frame work of this study is rooted in
Posner et al’s Accommodation of a Scientific Conception: Toward a Theory of
Conceptual Change. This theory strongly proves that learning is a social
process and communication facilitates learning. An intact sample of 47 12th
grade physical sciences learners from two public schools in the circuit
participated in the study. One of the schools was a high achieving school (HAS)
and the other a low achieving school (LAS) as was classified by the Department
of Education. Learners were given electrochemistry concept test (ECT) and
Chemistry Classroom Environment Questionnaire (CCEQ) as pretest and post-test.
After the treatment using a self-designed conceptual change teaching strategy
of collaboration combined with conceptual change texts, ANCOVA conducted on
posttest scores of the learners showed that there was no significant mean difference
between male and female learners in their comprehension of electrochemistry
concepts. Similarly, there was no significant interaction effect between gender
and treatment. However, Pearson Product-Moment Correlation revealed that there
was positive relationship between achievement and learners’ perception of their
chemistry classroom environment. It was concluded that collaboration combined
with text manipulation was equally effective for both males and females.

Kaynakça

  • Balci, C. (2006). Conceptual change text oriented instruction to facilitate conceptual change in rate of reaction Concepts. Unpublished Master’s Dissertation. Ankara: Middle East Technical University. Chan, C. K. K., Lam, I. C. K., and Leung, R. W. H. (2012). Can Collaborative Knowledge Building Promote Both Scientific Processes and Science Achievement? International Journal of Educational Psychology, 1(3), 199-227. doi: 1 0.4471 /ijep.201 2/1 2 DEMP (2015). Feedback on the 2014 NSC examination and resource material in physical sciences. Mpumalanga Province: Mpumalanga Department of Education. Dhindsa, H. S., and Emran, S. (2011). Using interactive whiteboard technology-rich constructivist learning environment to minimize gender differences in chemistry achievement. International Journal of Environmental and Science Education. 6(4), 393-414. Ellis, P. D. (2010). The Essential Guide to Effect Sizes: An Introduction to Statistical Power, Meta-Analysis and the Interpretation of Research Results. United Kingdom: Cambridge University Press. Else-Quest, N. M., Hyde, J. S., and Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103–127. doi:10.1037/a0018053. Ezeudu, F. O. (2013). Effect of concept map on students Achievement, interest and retention in selected unit on organic Chemistry. Unpublished PhD Thesis, University of Nigeria: Nsukka. Gafoor, K.A. and Shilnar, V. (2014). Gender Fair Efficacy of Concept Mapping Tests in Identifying Students’ Difficulties in High School Organic Chemistry. Retrieved 15th May 2016 from http://www.academia.edu/5840077 Galloway, C. M. (2001). Vygotsky's Constructionism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, amd technology. Retrieved 15th May 2016 from http://epltt.coe.uga.edu/ Gee, J. P. (2005). An introduction to discourse analysis theory and method (2nd ed.). New York: Rutledge. Gliner, J. A., Morgan, G. A. and Leech, N. L. (2011). Research Methods in Applied Settings: An Integrated Approach to Design and Analysis (2nd ed.). New York: Taylor and Francis Group. Pp 59-60. Halpern, D. F. (2012). Sex differences in cognitive abilities (4th ed.). New York, NY: Psychology Press. Heng, L. L., Surif, J. and Seng, C. H. (2014). Individual Versus Group Argumentation: Student’s Performance in a Malaysian Context. International Education Studies, 7(7), 109-124. Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., and Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321, 494–495. doi:10.1126/science.1160364. Ingels, S. J., and Dalton, B. W. (2008). Trends Among High School Seniors, 1972–2004 (NCES 2008-320). Washington, DC: National Center for Education Statistics, Institute for Education Sciences, U.S. Department of Education. Kittleson, J. M., and Southerland, S. (2004). The role of discourse in group knowledge construction: A case study of engineering students. Journal of Research in Science Teaching, 41(3), 267-293. Lederman, N.G., Lederman, J.S., and Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147. Lindberg, S. M., Hyde, J. S., Petersen, J. L., and Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136, 1123–1135. doi:10.1037/a0021276 Loofa, J. K. (2001). Sex, age and performance in Chemistry. Instructional Science, 18: 119 – 147. Niaz, M. (2002). Facilitating conceptual change in students’ understanding of electrochemistry. International Journal of Science Education, 24(4), 425,439. Niaz, M. and Chaco´n, E. (2003). A conceptual change teaching strategy to facilitate high school students’ understanding of electrochemistry. Journal of Science Education and Technology 12(2), 129–134. Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., and Greenwald, A. G. (2009). National differences in gender-science stereotypes predict national sex differences in science and math achievement. PNAS: Proceedings of the National Academy of Sciences, USA, 106, 10593–10597. doi:10.1073/pnas.0809921106. O’grady-Morris, K. (2008). Students’ understandings of electrochemistry. Unpublished PhD Thesis. Edmonton: University of Alberta Ogude, A. N. and Bradley, J. D. (1994). Ionic conduction and electrical neutrality in operating electrochemical cells. Journal of Chemical Education. 71, 29-34. Önder, I. (2006). The effect of conceptual change approach on students’ understanding of solubility equilibrium concept. Unpublished PhD Theses. Ankara: Middle East Technical University. Onekutu, A. and Onekutu, P. O. (2002). Gender differences in achievements in junior secondary school examination in integrated science: Implication for national development. In O. O. Okpeh (Ed). Review of Gender Studies in Nigeria. Ozkan, G., & Sezgin Selcuk, G. S. (2013). The use of conceptual change texts as class material in the teaching of “sound” in physics. In Asia-Pacific Forum on Science Learning and Teaching, 14(1), Article 11. Özkaya, A. R. (2002). Conceptual difficulties experienced by prospective teachers in electrochemistry: Half-cell potential, cell potential, and chemical and electrochemical equilibrium in galvanic cells. Journal of Chemical Education, 79(6), 735-738. Penner A. (2003). International gender X item difficulty interactions in mathematics and science achievement tests. Journal of Educational Psychology, 95, 650–655. Posner, G. J., Strike, K. A., Hewson, P. W., and Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. Sanger, M. J., and Greenbowe, T. J. (1997a). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34(3), 377 - 398. Sanger, M. J., and Greenbowe, T. J. (1997b). Students’ misconceptions in electrochemistry: Current flow in electrolyte solutions and the salt bridge. Journal of Chemical Education, 74(7), 819-823. Scott, P., Asoko, H. and Leach, J. (2007). Student conceptions and conceptual learning in science. In S.K. Abell and N.G. Lederman (Eds.). Handbook of research on science education. (pp. 31-56). Mahwah, N.J.: Lawrence Erlbaum Associates. Smagorinsky, P., and O'Donnell-Allen, C. (2000). Idiocultural diversity in small groups: The role of the relational framework in collaborative learning. In P. Smagorinsky and C. D. Lee (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 165-190). Cambridge: Cambridge University Press. Ukozor, F. I. (2011). Effect of constructivism teaching strategy on senior secondary school students’ achievement and self-efficacy in physics. African journal of Science Technology and Mathematics Education. 1(1), 141-160. Voyer, D. and Voyer, S. D. (2014). Gender Differences in Scholastic Achievement: A Meta-Analysis. Psychological Bulletin, 140(4), 1174–1204. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge: Harvard University Press.
Yıl 2016, Cilt: 4 , 210 - 219, 01.09.2016

Öz

Kaynakça

  • Balci, C. (2006). Conceptual change text oriented instruction to facilitate conceptual change in rate of reaction Concepts. Unpublished Master’s Dissertation. Ankara: Middle East Technical University. Chan, C. K. K., Lam, I. C. K., and Leung, R. W. H. (2012). Can Collaborative Knowledge Building Promote Both Scientific Processes and Science Achievement? International Journal of Educational Psychology, 1(3), 199-227. doi: 1 0.4471 /ijep.201 2/1 2 DEMP (2015). Feedback on the 2014 NSC examination and resource material in physical sciences. Mpumalanga Province: Mpumalanga Department of Education. Dhindsa, H. S., and Emran, S. (2011). Using interactive whiteboard technology-rich constructivist learning environment to minimize gender differences in chemistry achievement. International Journal of Environmental and Science Education. 6(4), 393-414. Ellis, P. D. (2010). The Essential Guide to Effect Sizes: An Introduction to Statistical Power, Meta-Analysis and the Interpretation of Research Results. United Kingdom: Cambridge University Press. Else-Quest, N. M., Hyde, J. S., and Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103–127. doi:10.1037/a0018053. Ezeudu, F. O. (2013). Effect of concept map on students Achievement, interest and retention in selected unit on organic Chemistry. Unpublished PhD Thesis, University of Nigeria: Nsukka. Gafoor, K.A. and Shilnar, V. (2014). Gender Fair Efficacy of Concept Mapping Tests in Identifying Students’ Difficulties in High School Organic Chemistry. Retrieved 15th May 2016 from http://www.academia.edu/5840077 Galloway, C. M. (2001). Vygotsky's Constructionism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, amd technology. Retrieved 15th May 2016 from http://epltt.coe.uga.edu/ Gee, J. P. (2005). An introduction to discourse analysis theory and method (2nd ed.). New York: Rutledge. Gliner, J. A., Morgan, G. A. and Leech, N. L. (2011). Research Methods in Applied Settings: An Integrated Approach to Design and Analysis (2nd ed.). New York: Taylor and Francis Group. Pp 59-60. Halpern, D. F. (2012). Sex differences in cognitive abilities (4th ed.). New York, NY: Psychology Press. Heng, L. L., Surif, J. and Seng, C. H. (2014). Individual Versus Group Argumentation: Student’s Performance in a Malaysian Context. International Education Studies, 7(7), 109-124. Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., and Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321, 494–495. doi:10.1126/science.1160364. Ingels, S. J., and Dalton, B. W. (2008). Trends Among High School Seniors, 1972–2004 (NCES 2008-320). Washington, DC: National Center for Education Statistics, Institute for Education Sciences, U.S. Department of Education. Kittleson, J. M., and Southerland, S. (2004). The role of discourse in group knowledge construction: A case study of engineering students. Journal of Research in Science Teaching, 41(3), 267-293. Lederman, N.G., Lederman, J.S., and Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147. Lindberg, S. M., Hyde, J. S., Petersen, J. L., and Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136, 1123–1135. doi:10.1037/a0021276 Loofa, J. K. (2001). Sex, age and performance in Chemistry. Instructional Science, 18: 119 – 147. Niaz, M. (2002). Facilitating conceptual change in students’ understanding of electrochemistry. International Journal of Science Education, 24(4), 425,439. Niaz, M. and Chaco´n, E. (2003). A conceptual change teaching strategy to facilitate high school students’ understanding of electrochemistry. Journal of Science Education and Technology 12(2), 129–134. Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., and Greenwald, A. G. (2009). National differences in gender-science stereotypes predict national sex differences in science and math achievement. PNAS: Proceedings of the National Academy of Sciences, USA, 106, 10593–10597. doi:10.1073/pnas.0809921106. O’grady-Morris, K. (2008). Students’ understandings of electrochemistry. Unpublished PhD Thesis. Edmonton: University of Alberta Ogude, A. N. and Bradley, J. D. (1994). Ionic conduction and electrical neutrality in operating electrochemical cells. Journal of Chemical Education. 71, 29-34. Önder, I. (2006). The effect of conceptual change approach on students’ understanding of solubility equilibrium concept. Unpublished PhD Theses. Ankara: Middle East Technical University. Onekutu, A. and Onekutu, P. O. (2002). Gender differences in achievements in junior secondary school examination in integrated science: Implication for national development. In O. O. Okpeh (Ed). Review of Gender Studies in Nigeria. Ozkan, G., & Sezgin Selcuk, G. S. (2013). The use of conceptual change texts as class material in the teaching of “sound” in physics. In Asia-Pacific Forum on Science Learning and Teaching, 14(1), Article 11. Özkaya, A. R. (2002). Conceptual difficulties experienced by prospective teachers in electrochemistry: Half-cell potential, cell potential, and chemical and electrochemical equilibrium in galvanic cells. Journal of Chemical Education, 79(6), 735-738. Penner A. (2003). International gender X item difficulty interactions in mathematics and science achievement tests. Journal of Educational Psychology, 95, 650–655. Posner, G. J., Strike, K. A., Hewson, P. W., and Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. Sanger, M. J., and Greenbowe, T. J. (1997a). Common student misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34(3), 377 - 398. Sanger, M. J., and Greenbowe, T. J. (1997b). Students’ misconceptions in electrochemistry: Current flow in electrolyte solutions and the salt bridge. Journal of Chemical Education, 74(7), 819-823. Scott, P., Asoko, H. and Leach, J. (2007). Student conceptions and conceptual learning in science. In S.K. Abell and N.G. Lederman (Eds.). Handbook of research on science education. (pp. 31-56). Mahwah, N.J.: Lawrence Erlbaum Associates. Smagorinsky, P., and O'Donnell-Allen, C. (2000). Idiocultural diversity in small groups: The role of the relational framework in collaborative learning. In P. Smagorinsky and C. D. Lee (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 165-190). Cambridge: Cambridge University Press. Ukozor, F. I. (2011). Effect of constructivism teaching strategy on senior secondary school students’ achievement and self-efficacy in physics. African journal of Science Technology and Mathematics Education. 1(1), 141-160. Voyer, D. and Voyer, S. D. (2014). Gender Differences in Scholastic Achievement: A Meta-Analysis. Psychological Bulletin, 140(4), 1174–1204. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge: Harvard University Press.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Articles
Yazarlar

Kwaku Darko Amponsah Bu kişi benim

Chukunoye Enunuwe Ochonogor Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 4

Kaynak Göster

APA Amponsah, K. D., & Ochonogor, C. E. (2016). GENDER DIFFERENCES IN CONSTRUCTIVIST APPROACH TO HIGH SCHOOL LEARNERS’ COMPREHENSION OF ELECTROCHEMISTRY CONCEPTS. The Eurasia Proceedings of Educational and Social Sciences, 4, 210-219.