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