Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry |
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| Authors: | Burcin Acar Leman Tarhan |
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| Institution: | (1) Department of Chemistry Education, Faculty of Education, Dokuz Eylul University, Buca, Izmir, 35150, Turkey |
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| Abstract: | The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional
approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from
two science classes with the same teacher. To determine students' misconceptions concerning electrochemistry, the Electrochemistry
Concept Test consisting of 8 open-ended and 12 multiple-choice questions was used as a pre-test and some students were interviewed.
According to the results, twenty-four misconceptions (six of them initially identified) about electrochemistry were identified.
The classrooms were randomly assigned to a control group (traditional instruction, 21 students) and an experimental group
(cooperative learning based on a constructivist approach, 20 students). After instruction, the same test was administered
to both groups as a post-test. The results from the t-test indicated that the students who were trained using cooperative
learning instruction had significantly higher scores in terms of achievement than those taught by the traditional approach.
According to the post-test and interviews, it was also found that instruction for the cooperative group was more successful
in remediation of the predetermined misconceptions. |
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| Keywords: | chemistry education constructivism cooperative learning electrochemistry remediation of misconception |
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