An Application of Constructivist Learning Theory: Using Collaborative Study Groups Strategy In Eliminating The Students’ Misconceptions On and Decreasing the Knowledge Deficiencies In the Concepts of Melting and Dissolving

Akgün, A. & Aydın, M.

Paper of the national journal, Elektronik Sosyal Bilimler Dergisi

Turkish

The purpose of this study is to compare constructivist learning theory and traditional learning theories in terms of their successes on eliminating the students’ misconceptions and improving their knowledge on the concepts of melting and dissolving.
This research was conducted with 49 second-year students who are enrolled in the department of elementary education in Dicle University Ziya Gökalp Education Faculty in spring semester of 2006-2007 academic year. Of those 49 students, 24 were assigned in to the experimental group while remaining 25 were assigned to the control group. While traditional learning theories were applied in the control group, constructivist learning theory was applied in the experimental group. Data were collected through the open ended questions in order to better understand students’ misconceptions and knowledge gaps.

The conclusions of the study suggest that while students in both experimental and control groups had similar misconceptions and knowledge gaps at the beginning of this study, it was observed that these misconceptions and knowledge gaps have decreased in favor of the students in experimental group. However, it was also revealed that not all of the existing misconceptions were totally eliminated. The study has useful suggestions for teachers of chemistry for secondary schools.

Printed Document

Murat Demirbaş

Kırıkkale University

Asst. Prof. Dr.