Akademik Veri Yönetim Sistemi
Üce M. (Yürütücü)
Yükseköğretim Kurumları Destekli Proje, 2006 - 2008
Chemistry is a subject area that is difficult to understand for
some students as it contains abstract concepts, such as mole,
molecule and particle. The mole concept is one of the most
important topics in which students have diffuculty in understanding.
There are many studies in the literature on the mole
concept. Students who do not fully understand the mole experience
difficulties in understanding the subsequent topics.
Especially, results can be often incorrect in stoichiometry problems
since the calculations revolve around the mole concept.
The purpose of this study was to determine the effectiveness of
using conceptual change strategy in teaching the mole concept
to freshman general chemistry students. A pretest-posttest control
group experimental model was used. The control group was
lectured via traditional teaching method while conceptual
change texts were used to teach the mole concept to the experimental
group. An achievement test of multiple-choice questions
was developed to gather data from both groups as pre and
posttest. Analysis of the data was performed by using SPSS (Statistical
Package for Social Sciences) software. The results
demonstrated that the use of conceptual change method was
more effective in promoting understanding of the mole concept
compared to the traditional method. Developing similar teaching
materials for conceptual change to improve teaching effectiveness
and student success in the other topics of chemistry may be
an effective approach.