[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592213-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-592213-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-effectiveness-of-conceptual-change-texts-in-remediating-high-school-students-alternative-conceptions-concerning-chemical-equilibrium","The Effectiveness of Conceptual Change Texts in Remediating High School Students’ Alternative Conceptions Concerning Chemical Equilibrium","","研究检验概念性转变文本（conceptual change texts）在纠正高中生关于化学平衡（chemical equilibrium）的替代理念（alternative 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413-425.  \nThe Effectiveness of Conceptual Change Texts in Remediating High School Students’ Alternative Conceptions Concerning Chemical Equilibrium  \nHaluk ÖZMEN  \nKaradeniz Technical University  \nTurkey  \nThis study investigated the effectiveness of conceptual change texts in remediating high school students’alternative conceptions concerning chemical equilibrium. A quasi-experimental design was used in this study.  \nThe subjects for this study consisted of a total 78 tenth-grade students, 38 of them in the experimental group and 40 of them in the control group. A questionnaire, the Alternative Conceptions about Chemical Equilibrium Test (ACCET), was developed and administered to students as a pretest and posttest. While the experimental group received a conceptual change text instruction, the control group received a traditional style instruction.  \nThe results of the study indicated that the students in the experimental group showed significantly greater levels of achievement than the students in the control group. Moreover, in both groups the percentages of students’alternative conceptions decreased in the however the experimental group did better than the control group.  \nKey words: chemistry education, chemical equilibrium, conceptual change text, alternative conception  \nIntroduction  \nOne of the main purposes of every chemistry instructor is, of course, to help students understand scientific ideas and chemical phenomena. Research has shown that students often construct their own theories about how the natural world works and come to school with varying experiences with, ideas about, and explanations of the natural world, but their personal theories (explanations) are frequently contrary to those of scientists’ (Osborne & Freyberg, 1985) . In the literature, such student ideas have been referred to variously as alternative conceptions, misconceptions, preconceptions,  \nHaluk Özmen, Department of Science Education, Karadeniz Technical University, Turkey.  \nCorrespondence concerning this article should be addressed to Haluk Özmen, Department of Science Education, Fatih Faculty of Education, Karadeniz Technical University, 61335, Söğütlü,  \nTrabzon, [Turkey. e-mail: hozmen61@hotmail.com](Turkey. e-mail: hozmen61@hotmail.com)  \nnaïve conceptions, and children’s science (Özmen, 2004) . Throughout this article, the term alternative conceptions will be used to refer to students’conceptions that are different from scientifically accepted ones.  \nAlternative conceptions may arise as a result of a variety of contacts students make with the physical and social world or as a result of personal experiences; interactions with teachers, other people, or through the media; traditional instructional language; mismatches between teacher and student knowledge of science; the abstract nature of science concepts; and textbooks portrayals (Griffiths & Preston, 1992; Soyibo, 1995; Pedrosa & Dias, 2000) . It is well known that such student beliefs influence how students learn new scientific knowledge and play an essential role in subsequent learning. Additionally, these are persistent, stable, resistant to change, at least by traditional teaching methods, and difficult to alter even by specific instruction designed to address them (Arnaudin & Mintzes, 1985; BouJaoude, 1991) . In the literature, many studies  \nHaluk ÖZMEN  \nhave investigated students’ understanding of chemistry concepts such as chemical bonding (Taber, 1998), acids and bases (Ross & Munby, 1991), the particulate nature of matter (De Vos & Verdonk, 1996), and atoms and molecules (Griffiths & Preston, 1992), and chemical equilibrium (Hackling & Garnett, 1985) . These studies show that some students retain many alternative conceptions and students face several cognitive conflicts when dealing with chemical concepts. This makes it more important to alter students’ alternative concept","cbCaitCgHIDaNrwu","https://ap.wps.com/l/cbCaitCgHIDaNrwu","pdf",234813,13,"English","# Introduction\n## Alternative conceptions and their causes\n## Impact on students' learning\n## Remediation approaches and conceptual change theory\n## Research rationale and study design","[{\"question\":\"研究采用了什么设计来检验概念性转变文本的效果？\",\"answer\":\"研究使用准实验设计，将学生分为实验组与对照组，并进行前测与后测评估。\"},{\"question\":\"实验组与对照组分别接受了怎样的教学？\",\"answer\":\"实验组接受概念性转变文本教学；对照组接受传统风格的教学。\"},{\"question\":\"研究使用了什么测量工具评估学生的替代理念变化？\",\"answer\":\"研究开发并使用替代理念测验ACCET（Alternative Conceptions about Chemical Equilibrium Test），用于前测和后测。\"}]","The Effectiveness of Conceptual Change Texts in Remediating High School Students’ Alternative Conceptions Concerning Chemical Equilibrium | PDF",1792074092,33]