Examination of Undergraduates’ Cognitive Structures on Reaction Rates and Chemical Equilibrium

Yıl 2019, Cilt: 45 Sayı: 45, 335 - 352, 03.01.2019

Şenol Şen , Lütfiye Varoğlu , Ayhan Yılmaz

Öz

The aim of this study was to determine undergraduate
students' cognitive structures about reaction rates and chemical equilibrium
through word association test and to analyse the correlations between the
results obtained in Word Association Test (WAT) and in open-ended questions.
The research was conducted in a foundation university within the framework of
General Chemistry II course with the participation of 77 first year students.
Open-ended questions and word association test about the subjects of reaction
rates and chemical equilibrium prepared by the researchers were used as a data
collection tools. The method of cut-point was employed in revealing students’
cognitive structures. Content analysis, Kruskal Wallis test and correlation
analysis were used in analysing the data. Consequently, it was found that there
were high-level significant correlations between students’ total WAT scores and
the total scores they had received from open-ended questions. Significant
differences were found between students’ total WAT scores according to Kruskal
Wallis test results at six different levels of knowledge. As a result, it may
be said that word association test can be used as an alternative assessment
tool in revealing students’ cognitive structures.

Anahtar Kelimeler

chemical equilibrium, reaction rate, cognitive structure, undergraduates

Üniversite Öğrencilerinin Reaksiyon Hızı ve Kimyasal Denge Konusundaki Bilişsel Yapılarının İncelenmesi

Öz

Bu çalışmanın amacı üniversite öğrencilerinin
reaksiyon hızı ve kimyasal denge konuları ile ilgili bilişsel yapılarını Kelime
İlişkilendirme Testi (KİT) ile belirlemek ve kelime ilişkilendirme testi
sonuçları ile açık uçlu soruların sonuçları arasındaki ilişkiyi incelemektir. Çalışma,
bir vakıf üniversitesinde, Genel Kimya II dersi kapsamında, birinci sınıfa
devam eden 77 öğrenci ile yürütülmüştür. Veri toplama aracı olarak, reaksiyon
hızı ve kimyasal denge konuları ile ilgili araştırmacılar tarafından
hazırlanmış olan açık uçlu sorular ve kelime ilişkilendirme testi
kullanılmıştır. Öğrencilerin bilişsel yapılarının ortaya çıkartılmasında kesme
noktası yönteminden yararlanılmıştır. Verilerin analizinde; içerik analizi,
Kruskal Wallis testi ve korelasyon analizi kullanılmıştır. Çalışmanın sonunda,
öğrencilerin KİT toplam puanları ile açık uçlu sorulardan aldıkları toplam
puanlar arasında yüksek düzeyde anlamlı bir ilişkinin olduğu bulunmuştur. Kruskal
Wallis testi sonuçlarına göre, altı farklı bilgi düzeyine göre gruplandırılmış
öğrencilerin KİT toplam puanları arasında anlamlı bir farklılık olduğu tespit
edilmiştir. Sonuç olarak, kelime ilişkilendirme testlerinin öğrencilerin
bilişsel yapılarının ortaya çıkarılmasında alternatif bir değerlendirme aracı
olarak kullanılabileceği söylenebilir. 

Anahtar Kelimeler

kimyasal denge, reaksiyon hızı, bilişsel yapı, üniversite öğrencileri

Kaynakça

• Altıntaş, S., Kabaran, G. G., & Kabaran, H. (2018). Öğretmen adaylarının eğitim programı kavramına ilişkin bilişsel yapılarının kelime ilişkilendirme testi ile belirlenmesi. Turkish Studies, 13(4), 1397-1411.
• Anderson, O. R., & Demetrius, O. J. (1993). A flow-map method of representing cognitive structure based on respondents' narrative using science content. Journal of Research in Science Teaching, 30(8), 953-969.
• Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educational Sciences: Theory & Practice, 3(1) 55-64.
• Bahar, M., Johnstone, A.H. & Sutcliffe, R.G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33, 134-141.
• Bahar, M. & Özatlı, S. (2003). Kelime iletişim testi yöntemi ile lise 1. sınıf öğrencilerinin canlıların temel bileşenleri konusundaki bilişsel yapılarının araştırılması. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5(2), 75-85.
• Bahar, M., Nartgün, Z., Durmuş, S. & Bıçak, B. (2006). Geleneksel ve alternatif ölçme ve değerlendirme öğretmen el kitabı. Ankara: PegemA Yayıncılık.
• Banerjee, A. C. (1991). Misconceptions of students and teachers in chemical equilibrium. International Journal of Science Education, 13(4), 487-494.
• Barke, H. D., Hazari, A., & Yitbarek, S. (2009). Misconceptions in chemistry: Addressing perceptions in chemical education. Berlin: Springer-Verlag.
• Bingol, H. (2017). Evaluation of the cognitive structures of the middle school students about the concept of" Water Pollution" by using free word association test. Online Submission, 8(27), 249-258.
• Burrows, N. L., & Mooring, S. R. (2015). Using concept mapping to uncover students' knowledge structures of chemical bonding concepts. Chemistry Education Research and Practice, 16(1), 53-66.
• Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı (9. Baskı). Ankara: Pegem Akademi.
• Cachapuz, A. F. C. & Maskill, R. (1987). Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory. International Journal of Science Education, 9(4), 491-504.
• Cachapuz, A. F. C., & Maskill, R. (1989). Using word association in formative classroom tests: following the learning of Le Chatelier's principle. International Journal of Science Education, 11(2), 235-246.
• Çakmakçı, G., Leach, J., & Donnelly, J. (2006). Students’ ideas about reaction rate and its realationship with concentration or pressure. International Journal of Science Education, 28(15), 1795-1815.
• Cheung, D., (2009). The adverse effects of Le Châtelier’s principle on teacher understanding of chemical equilibrium. Journal of Chemical Education, 46(4), 514-518.
• Demircioğlu, H., Vural, S., & Demircioğlu, G. (2012). “React” stratejisine uygun hazırlanan materyalin üstün yetenekli öğrencilerin başarısı üzerinde etkisi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 101-144.
• Derman, A., & Eilks, I. (2016). Using a word association test for the assessment of high school students' cognitive structures on dissolution. Chemistry Education Research and Practice, 17(4), 902-913.
• Ercan, F., Taşdere, A., & Ercan, N. (2010). Kelime ilişkilendirme testi aracılığıyla bilişsel yapının ve kavramsal değişimin gözlenmesi. Türk Fen Eğitimi Dergisi, 7(2), 136-154.
• Gunstone, R. F. (1980). Word association and the description of cognitive structure. Research in Science Education, 10(1), 45-53.
• Gussarsky, E., & Gorodetsky, M. (1988). On the chemical equilibrium concept: Constrained word associations and conception. Journal of Research in Science Teaching, 25(5), 319-333.
• Gussarsky, E., & Gorodetsky, M. (1990). On the concept “chemical equilibrium”: The associative framework. Journal of Research in Science Teaching, 27(3), 197-204.
• Hackling, M. W., & Garnett, P. J. (1985). Misconceptions of chemical equilibrium. The European Journal of Science Education, 7(2), 205-214.
• Işıklı, M., & Göz, A. T. N. L. (2011). Kelime ilişkilendirme testi aracılığıyla öğretmen adaylarının Atatürk İlkelerine yönelik bilişsel yapılarının incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(1), 50-72.
• Johnson, P. E. (1967). Some psychological aspects of subject-matter structure. Journal of Educational Psychology, 58(2), 75-83.
• Johnstone, A. H., & Moynihan, T. F. (1985). The relationship between performances in word association tests and achievement in chemistry. The European Journal of Science Education, 7(1), 57-66.
• Jonassen, D. H. (1987). Assessing cognitive structure: Verifying a method using pattern notes. Journal of Research & Development in Education, 20(3), 1-14.
• Justi, R. (2002). Teaching and learning chemical kinetics. In, J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Ed.), Chemical Education: Towards Research-Based Practice, Kluwer Academic Publishers: The Netherlands.
• Karpudewan, M., Treagust, D. F., Mocerino, M., Won, M., & Chandrasegaran, A. L. (2015). Investigating High School Students' Understanding of Chemical Equilibrium Concepts. International Journal of Environmental and Science Education, 10(6), 845-863.
• Karslı Baydere, F. (2017). Kimya öğretiminde alternatif ölçme değerlendirme tekniklerinin kullanımı. Prof. Dr. Alipaşa Ayas, Prof. Dr. Mustafa Sözbilir (Ed.), Kimya Öğretimi (s. 723-750). Ankara: Pegem Akademi.
• Kavanaugh, R.D. & Moomaw, W.R. (1981). Inducing formal thought in intruductory chemistry students. Journal of Chemical Education, 58(3), 263-265.
• Kaya, E., & Geban, Ö. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Eğitim ve Bilim, 37(163), 216.
• Kolomuç, A., & Tekin, S. (2011). Chemistry teachers’ misconceptions concerning concept of chemical reaction rate. Eurasian Journal of Physics and Chemistry Education, 3(2), 84-101.
• Köseoğlu, F., & Tümay, H. (2015). Fen eğitiminde yapılandırmacılık ve yeni öğretim yöntemleri. Ankara: Palme Yayıncılık.
• Kousathana, M. & Tsaparlis, G. (2002). Students’ errors in solving numerical chemical-equilibrium problems. Chemistry Education Research and Practice, 3(1), 5-17.
• Liu, X. (2004). Using concept mapping for assessing and promoting relational conceptual change in science. Science Education, 88(3), 373-396.
• Maskill, R., & Cachapuz, A. F. (1989). Learning about the chemistry topic of equilibrium: the use of word association tests to detect developing conceptualizations. International Journal of Science Education, 11(1), 57-69.
• McMillan, J. H. (1996). Educational research: Fundamentals for the consumer. HarperCollins College Publishers. Nakhleh, M. B. (1992). Why some students don't learn chemistry: Chemical misconceptions. Journal of chemical education, 69(3), 191.
• Nakhleh, M. B. (1993). Are our students conceptual thinkers or algorithmic problem solvers? Identifying conceptual students in general chemistry. Journal of Chemical Education, 70(1), 52.
• Nakhleh, M.B., & Mitchell, R.C. (1993). Concept learning versus problem solving: There is a difference. Journal of Chemical Education, 70(3), 190 doi: 10.1021/ed070p190
• Nakiboglu, C. (2008). Using word associations for assessing non major science students’ knowledge structure before and after general chemistry instruction: the case of atomic structure. Chemistry Education Research and Practice, 9(4), 309-322.
• Nakiboglu, C. (2017). Examination 8th grade students’ cognitive structures about physical and chemical changes through word association test. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 7, 49-51.
• Novak, J. D. & Gowin, D. B. (2006). Learning how to learn (21st printing). New York: Cambridge University Press.
• Özatlı, N. S., & Bahar, M. (2010). Öğrencilerin boşaltım sistemi konusundaki bilişsel yapılarının yeni teknikler ile ortaya konması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 10 (2), 9-26.
• Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.
• Quilez, J. (2004). Changes in concentration and in partial pressure in chemical equilibria: Students ‘and teachers ‘misunderstandings. Chemistry Education Research and Practice, 5(3), 281-300.
• Quilez-Pardo, J., & Solaz-Portoles, J. J. (1995). Students' and teachers' misapplication of Le Chatelier's principle: Implications for the teaching of chemical equilibrium. Journal of Research in Science Teaching, 32(9), 939-957.
• Şendur, G., & Toprak, M. (2017). An investigation of changes in the cognitive structures of 11th grade students using the word association test: The case of chemical equilibrium. Electronic Turkish Studies, 12(17), 411-436.
• Shavelson, R. J. 1974. Methods for examining representations of a subject- matter structure in a student’s memory. Journal of Research in Science Teaching, 11, 231-249.
• Snow, R. E. (1989). Toward assessment of cognitive and conative structures in learning. Educational Researcher, 18(9), 8-14.
• Tsai, C. C. (2001). Probing students' cognitive structures in science: The use of a flow map method coupled with a meta-listening technique. Studies in Educational Evaluation, 27(3), 257-268.
• Tsai, C. C., & Huang, C. M. (2001). Development of cognitive structures and information processing strategies of elementary school students learning about biological reproduction. Journal of Biological Education, 36(1), 21-26.
• Tsai, C. C., & Huang, C. M. (2002). Exploring students' cognitive structures in learning science: a review of relevant methods. Journal of Biological Education, 36(4), 163-169.
• Turan, S. B., & Erdogan, A. (2017). Investigation of prospective mathematics teachers’ conceptual structure about Limit. Journal of Research in Education and Teaching, 6(1), 397-410.
• Wilson, J. M. (1994). Network representations of knowledge about chemical equilibrium: Variations with achievement. Journal of Research in Science Teaching, 31(10), 1133-1147.
• Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (8. Baskı). Ankara: Seçkin Yayıncılık.
• Yıldırır, H. E., & Demirkol, H. (2018). Revealing students ‘cognitive structure about physical and chemical change: Use of a word association test. European Journal of Education Studies, 4(1), 134-154.
• Yücel, E. Ö., & Özkan, M. (2015). Determination of secondary school students' cognitive structure, and misconception in ecological concepts through word association test. Educational Research and Reviews, 10(5), 660-674.