Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy

Sevilay Karamustafaoğlu; Rachel Mamlok-Naaman

doi:10.12973/eurasia.2015.1364a

Full Text (PDF)

Sevilay Karamustafaoğlu ¹ ^* , Rachel Mamlok-Naaman ²

More Detail

¹ Amasya University
² Weizman
^* Corresponding Author

Abstract

Background:
The current study deals with freshman students who study at the Department of Science at the Faculty of Education. The aim of the study was to investigate the effect of teaching electrochemistry concepts using Predict-Observe-Explain (POE) strategy.

Materials and methods:
The study was quasi-experimental design using 20 students each in the experimental group (EG) and control group (CG). An Open-Ended Test (OET) and Multiple Choice Test (MCT) were used as pre- and post-test respectively. The POE was used to treat the experimental group, post test scores showed a statistically significant difference in performance by the EG, which had less misconception.

Results:
The results of this study suggest that using The POE strategy is conceptual understanding.

Conclusions:
Analyses of the scores of the two groups in pre-tests and post-tests were compared. In post-tests, a statistically significant difference was found between groups in favor of the experimental group. It was also found that the students from the experimental group were more successful than the control group students,

Keywords

electrochemistry
chemistry learning
predict-observe-explain strategy

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2015.1364a

EURASIA J Math Sci Tech Ed, 2015 - Volume 11 Issue 5, pp. 923-936

Publication date: 25 Aug 2015

Article Views: 3731

Article Downloads: 2451

Open Access References How to cite this article

References

Abraham, M. R., Grzybowski, E.B, Renner, J. W. & Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks, Journal of Research in Science Teaching, 29(2), 105-120.
Acar, B. & Tarhan, L. (2007). Effect of cooperative learning strategies on students' understanding of concepts in electrochemistry, International Journal of Science and Mathematics Education, 5(2), 349-373.
Alparslan, C., Tekkaya, C. & Geban, O. (2003). Using the conceptual change instruction the improve learning. Journal of Biological Education, 37(3), 135-139.
Archibong, A.U. (1997). The relative effectiveness of activity-based approach and lecture method on the cognitive achievements of integrated science students, Journal of Science Teachers Association of Nigeria, 32, 37-42.
Bean, T.W., Searles, D., Singer, H. & Cowen S. (2001). Learning concepts from biology text through pictorial analogies and an analogical study guide. Journal of Educational Research, 83(4), 233-237.
Black A. A. (2005). Spatial ability and earth science conceptual understanding, Journal of Geoscience Education, 53(4), 402-414.
Çalık, M. & Ayas, A. (2005). A comparison of level of understanding of eighth-grade students and science student teachers related to selected chemistry concepts, Journal of Research in Science Teaching, 42(6), 638-667.
Chi, M. T. H., Slotta, J. D. & Leeuw, N. D. (1994). From things to processes: A theory of conceptual change for learning science concepts, Learning and Instruction, 4(1), 27-43.
Chiu, M-H. (2007). A national survey students’ conceptions of chemistry in Taiwan, International Journal of Science Education, 29(4), 421-452.
Cohen, L., Monion, L. & Morrison, K. (2000). Research methods in education. London: Routledge / Falmer, Taylor And Francis Group.
Creswell, J.W. (1994). Research design qualitative & quantitative approaches. London: Sage Publications.
Ebenezer, J., Chacko, S., Kaya, O, N., Koya, S. K. & Ebenezer, D. L. (2010). The effects of common knowledge construction model sequence of lessons on science achievement and relational conceptual change, Journal of Research in Science Teaching, 47(1), 25-46.
Garnett, P.J. & Treagust D.F. (1992). Conceptual difficulties experienced by senior high school students of electrochemistry: electric circuits and acidation reduction equations. Journal of Research in Science Teaching, 29, 121-142.
Huddle, A.H., White, M.D., & Rogers, F. (2000). Using a teaching model to correct known misconceptions in electrochemistry, Journal of Chemical Education, 77, 104-110.
Kearney, M. & Treagust, D.F. (2001). Constructivism as a referent in the design and development of a computer program using interactive digital video to enhance learning in physics. Australian Journal of Educational Technology, 17 (1), 64-79.
Kearney, M., Treagust, D.F., Yoe, S. & Zadnik, M.G. (2001). Student and teacher perceptions of the use of multimedia supported predict-observe-explain tasks to probe understanding, Research in Science Education, 31, 589-615.
Kinchin, I.M. (2000). Concept mapping in biology. Journal of Biological Education, 35(4),165- 169.
Lawson A. E. (2001). Using the learning cycle to teach biology concepts and reasoning patterns. Journal of Biological Education, 35(4),165-169.
Liew, C-W & Treagust, D.F. (1998). The effectiveness of predict-observe-explain tasks in diagnosing students’ understanding of science and in identifying their levels of achievement. Paper Presented at the Annual Meeting of the American Educational Research Association, San Diago, CA, April 13-17.
Lin H-S, Yang, T.C., Chiu, H-L & Chou, C-Y (2002). Students’ difficulties in learning electrochemistry. Proc. Natl. Sci. Counc. ROC (D), 12(3), 100-105.
Niaz, M. (2002). Facilitating conceptual change in students’ understanding of electrochemistry. International Journal of Science Education, 24, 425-439.
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners, Science Education, 86(4), 445-599.
Odom, A.L. & Kelly P.V. (2001). Integrating concept mapping and learning cycle diffusion and osmosis concepts to high school biology students. Science Education, 85, 615-635.
Ogude, AN. & Bradley, J.D. (1994). Ionic conduction and electrical neutrality in operating electrochemical cells, Journal of Chemical Education, 71, 29-34.
Ogude, N.A. & Bradley, J.D. (1996). Electrode process and aspects relating to cell EMF, current, and cell components in operating electrochemical cell. Journal of Chemical Education, 73, 1145-1149.
Okpala, P. & Onocha, C. (1998). Difficulties physics topics in Nigerian secondary schools, Physics Education, 23, 168-172.
Özkaya, A.R. (2002). Conceptual difficulties experienced by prospective teachers in electrochemistry: half-cell potential, cell potential, and chemical and electrochemical equilibrium in Galvanic cells, Journal of Chemical Education, 79, 735-738.
Özmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding, Journal of Science Education and Technology, 13(2), 147-159.
Palmer D (1995) The POE in the primary school: An evaluation. Research in Science Education, 25(3), 323-332.
Pınarbaşı, T. & Canpolat, N. (2003). Students' understanding of solution chemistry concepts, Journal of Chemical Education, 80(11), 1328.
Sanger, M.J. & Greenbowe, T.J. (1997b). Students’ misconceptions in electrochemistry: Current flow in electrolyte solutions and salt bridge. Journal of Chemical Education, 74, 819-823.
Sanger, M.J. & Greenbowe, T.J. (2000). Addressing student misconceptions concerning electron flow in electrolyte solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22, 521- 537.
Sanger, M.J., & Greenbowe, T.J. (1997a). Common students misconceptions in electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in Science Teaching, 34, 377-398.
Schmid, R. F. & Tolero, G. (1990). Concept mapping as an instructional strategy for high school biology. Journal of Educational Research, 84(2), 78-85.
Schmidt, H., Marohn, A, & Harrison, A.G. (2007). Factors that prevent learning in electrochemistry, Journal of Research in Science Teaching, 44(2), 258–283.
Searle, P. & Gunstone, R.F. (1990). Conceptual change and physics instruction: a longitudinal study, Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20).
Shadish, W. R., Cook, T. D. & Campbell, D. T. (2002). Experimental And Quasi-Experimental Designs For Generalized Causal Inference, Houghton Mifflin Company, Boston New York.
Soyibo, K. & Evans H.G. (2002). Effects of co-operative learning strategies on night graders’ understanding of human nutrition. Australian Science Teacher’s Journal, 48(2), 32-35.
Stohr-Hunt, P.M. (1996). Analysis of frequency of hands-on experience and science achievement, Journal of Research in Science Teaching, 33, 101-109.
Tao, P-K. & Gunstone, R.F. (1999). The process of conceptual change in force and motion during computer-supported in physics instruction, Journal of Research in Science Teaching, 36(7), 859-882.
Thompson, J. & Soyibo, K. (2002). Effects of lecture, teacher demonstrations, discussion and practical work on 10th graders’ attitudes to chemistry and understanding of electrolysis, Research in Science & Technological Education, 20(1), 25-37.
Tsai, C. C. (1998). An analysis of scientific epistemological beliefs and learning orientation of Twain eight graders. Science Education, 82, 473-489.
Tsai, C.C. (1999). “Laboratory exercises help me memorize the scientific truths’’: A case study of eight graders’ scientific epistemological views and learning in laboratory activities. Science Education, 83, 654-674.
Tsai, C. C. (2001). Probing’ understanding cognitive structures in science: The use of the flow map method coupled with a metalistening technique. Studies in Educational Evaluation, 27, 257-268.
Venville, G. J. & Dawson, V, M. (2010). The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science, Journal of Research in Science Teaching, 47(8), 952-977.
White, R. & Gunstone, R. (1992). Prediction-observation-explanation. In: R White and R Gunstone (eds), Probing Understanding, (pp 44-64). London: The Falmer Press.
Yılmaz, A., Erdem, E. & Morgil, İ. (2002). Student’s misconceptions concerning electrochemistry, Hacettepe University Journal of Education, 23, 234-242.
Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.
Yürük, N. (2007). The effect of supplementing instruction with conceptual change texts on students" conceptions of electrochemical cells. Journal of Science Education and Technology, 16, 515-523.
Zoller, U. (1990). Students' misunderstandings and misconceptions in college freshman chemistry (general and organic), Journal of Research in Science Teaching, 27(10), 1053- 1065.

How to cite this article

APA

Karamustafaoğlu, S., & Mamlok-Naaman, R. (2015). Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 923-936. https://doi.org/10.12973/eurasia.2015.1364a

Vancouver

Karamustafaoğlu S, Mamlok-Naaman R. Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy. EURASIA J Math Sci Tech Ed. 2015;11(5):923-36. https://doi.org/10.12973/eurasia.2015.1364a

AMA

Karamustafaoğlu S, Mamlok-Naaman R. Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy. EURASIA J Math Sci Tech Ed. 2015;11(5), 923-936. https://doi.org/10.12973/eurasia.2015.1364a

Chicago

Karamustafaoğlu, Sevilay, and Rachel Mamlok-Naaman. "Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 5 (2015): 923-936. https://doi.org/10.12973/eurasia.2015.1364a

Harvard

Karamustafaoğlu, S., and Mamlok-Naaman, R. (2015). Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), pp. 923-936. https://doi.org/10.12973/eurasia.2015.1364a

MLA

Karamustafaoğlu, Sevilay et al. "Understanding Electrochemistry Concepts Using the Predict-Observe-Explain Strategy". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 5, 2015, pp. 923-936. https://doi.org/10.12973/eurasia.2015.1364a