The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students’ Understanding of Chemical Bonding Concepts

Author(s):

Gülüzar Eymur(presenting / submitting)Ömer Geban

Conference:

ECER 2015

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Paper

Session Information

20 SES 05, Cooperative Learning and Conceptual Change and Lanugage Learning Spaces and Drawing as a Research Tool in Language Learning

Paper Session

Time:

2015-09-09

11:00-12:30

Room:

665.Oktatóterem [C]

Chair:

Hafdís Guðjónsdóttir

Contribution

Abstract

The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students’ understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N=35) was taught by traditional instruction while the experimental group (N=37) was taught cooperative learning based on conceptual change approach instruction. Chemical Bonding Concept Test (CBCT) was used as pre- and post-test to define students’ understanding of chemical bonding concepts. After treatment, students’ interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students’ perceptions on cooperative work experiences. The results from ANOVA showed that cooperative learning based on conceptual change approach instruction led to better acquisition of scientific conceptions related to chemical bonding concepts than traditional instruction. Interview results demonstrated that the students in the experimental group had better understanding and fewer misconceptions in chemical bonding concepts than those in the control group. Moreover, interviews about treatment indicated that this treatment helped students’ learning, and increased their learning motivation and their social skills.

Method

Instruments The Chemical Bonding Concept Test was applied as pre- and post-test to define students’ understanding of chemical bonding concepts. Furthermore, semi-structured interviews were applied to students in both groups. The classroom observations were used to control the application of treatment in the experimental group. The control group was also monitored and controlled by the researcher. The Chemical Bonding Concept Test This test was constructed by the researcher. The aim of the test was to investigate students’ understanding of bond formation, polarity, intermolecular forces, and shape of molecules. Interviews Semi-structured individual interviews were conducted to make sure of the reliability of this study and to observe more information about students’ conceptions about their responses to post-test by the researcher. During the interviews, students were asked to explain the reasons for their answers about chemical bonding. In the study, 12 students (six from the experimental group and six from the control group) were interviewed after treatment in the class environment. Procedure A quasi-experimental design was used because it was not possible to randomly assign participants to experimental and control groups. Thus, formed groups were used and one of the classes was randomly assigned as the experimental group and the other was assigned as the control group. Instruction in the Experimental Group Cooperative learning (STAD) based on conceptual change instruction was used in experimental groups. The instruction was designed according to conceptual change conditions to replace students’ misconceptions of scientific concepts. The worksheet was applied to activate students’ misconceptions. Then, the teacher informed students about their misconceptions and tried to replace their misconceptions with scientific ones by explaining the correct concepts. In this study, the teacher used a teaching strategy based on conceptual change described by Posner et al. (1982). This teaching strategy is presented in Table. Table Teaching Strategy of Cooperative Learning Based on Conceptual Change Conditions Strategies Conceptual Change Conditions Discussions in small groups Dissatisfaction Basic explanations of peers Intelligibility Details explanations of teacher Intelligibility, Plausibility Clear examples of teacher Plausibility Solving new problems and Fruitfulness generalizations for new problems In small, cooperative-learning groups, students studied with their peers. They discussed, shared, and compared their preconceptions with their friend, that is, they saw different views from their friends. Instruction in the Control Group In the control group, traditionally designed chemistry instruction in which the teacher used lecturing and discussion was conducted.

Expected Outcomes

According to statistical analysis results, it was concluded that cooperative learning based on the conceptual change approach instruction caused a significantly better acquisition of scientific concepts related to chemical bonding and elimination of misconceptions than traditionally designed chemistry instruction. On the other hand, it was also found that even some experimental group students still had some misconceptions in chemical bonding after treatment in spite of the effectiveness of cooperative learning based on conceptual change approach instruction. Apart from the interviews about chemical bonding, the experimental group students were also interviewed about cooperative learning based on conceptual change approach instruction. Interviews showed that this treatment provided student-student and teacher-student interaction and created many discussion mediums. These discussions contributed to students sharing their ideas and knowledge, relating their prior knowledge with new concepts, and developing their knowledge effectively. Thus, students learned the chemical bonding concept through this mode of instruction more easily. To sum up, students have many difficulties in learning chemical bonding concepts because of its microscopic level and abstract concepts. Instruction of chemical bonding concepts should involve student-student and teacher-student discussions, active participation of students, and cooperative learning. So, new teaching strategies may help students overcome learning obstacles. This study showed that cooperative learning based on the conceptual change approach provides students with a better understanding of chemical bonding concepts. The treatment causes students to have deeper understanding and meaningful learning while becoming aware of their misunderstandings. Also, it leads to significant student-student and teacher-student interactions. Thus, it causes students to increase positive attitudes toward chemistry. One of the purposes of chemistry education is to increase positive attitudes toward chemistry because of the relationship between attitudes and learning. Thus, teachers can use cooperative learning based on the conceptual change approach to increase students’ positive attitudes toward chemistry.

References

Acar B., Tarhan L., (2008) Effects Of Cooperative Learning On Students' Understanding Of Metallic Bonding, Research in Science Education, 38, 401- 420. Basili, P. A. ve Sanford, J. P. (1991). Conceptual Change Strategies and Cooperative Group Work in Chemistry. Journal of Research in Science Teaching. 28(4), 293-304. Birk, J.P.& Kurtz,M.J.(1999).Effect of experience on retention and elimination of misconceptionsabout molecular structure and bonding. Journal of Chemical Education, 76(1),124-128. Coll, R. K. and Taylor, N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. Research in Science and Technological Education, 19 (2), 171-191. Duit, R., & Treagust, D. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25, 671-681. Fisher, K.N, & Lipson, J., (1985) 'Information processing interpretation of errors in college science learning', Instructional Science, 14, 49-74. Gay L. R. and Airasian P., (2000), Educational Research: Competencies for analysis and application. New Jersey: Prentice-Hall Inc.,NY Johnson, D. W., & Johnson, R. T.(1992). Implementing cooperative learning. Contemporary Education, 63, 173-180. Kırık, Ö.& Boz, Y. (2012) Cooperative learning instruction for conceptual change in the concepts of chemical kinetics. Chemistry Education Research and Practice, 13, 221–236 Law, Y.K. (2011) The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, 34(4), 402-425 Posner, G. J., Strike, K. A, Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. Slavin, R. E. (1985). Team-Assisted Individualization: Combining Cooperative Learning and Individualized Instruction in Mathematics." Learning to Cooperate, Cooperating to Learn. Eds. R. E. Slavin, S. Sharan, R. Hertz-Lazarowitz, C. Webb, and R. Schmuck. New York: Plenum, NY Slavin, R. E (1990). Cooperative Learning: Theory, Research and Practice. Englewood Cliffs, New Jersey: Prentice-Hall, NY. Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd Ed.). Boston: Allyn & Bacon,MA Taber, K. S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597-608. Tan K. D. & Treagust D. F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81(294), 75-83.

Author Information

Gülüzar Eymur (presenting / submitting)

Giresun University

Giresun

Ömer Geban

Middle East Technical University

Secondary Science and Mathematics Education

Ankara

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