Assessing Conceptual Change Instruction Accompanied with Concept Maps and Analogies: A Case of Acid-Base Strengths

Authors

  • Ruby HANSON University of Education, Winneba, GHANA
  • Naledi SEHERI-JELE North-West University, Mmabatho, SOUTH AFRICA

Keywords:

Analogy, conceptual change, concept mapping, misconception, visualization

Abstract

The research assessed secondary school students’ conceptions of acid-base strengths by using the conceptual change instruction accompanied with concept maps and analogies. These teaching strategies were employed to help them make unfamiliar events familiar. Within a quasi-experimental design, the sample of the study consisted of 73 secondary school students. Pre- and post-tests were used to collect data. The results showed that the experimental group that took the conceptual change-oriented instruction performed better than the control group. In light of the results, it can be concluded that employing such visuals and interactive materials as concept maps and analogies for achieving conceptual change is effective in generating better understanding of chemistry concepts.

Downloads

Download data is not yet available.

Downloads

Issue

Section

Articles

Published

15.12.2018

How to Cite

HANSON, R., & SEHERI-JELE, N. . (2018). Assessing Conceptual Change Instruction Accompanied with Concept Maps and Analogies: A Case of Acid-Base Strengths. Journal of Turkish Science Education, 15(4), 55-64. https://tused.org/index.php/tused/article/view/249

Similar Articles

1-10 of 177

You may also start an advanced similarity search for this article.