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The Importance Of Worksheets in Determination and Elimination of Misconceptions Regarding the Relationship Between Dissolution and Physical Change
Akgün, A., & Gönen, S.
Paper of the national journal, Elektronik Sosyal Bilimler Dergisi.
Turkish
The aim of this study is to discuss the applicability and importance of worksheets in determination and removal of misconceptions and learning failures of students in “the relationship of solution and physical change”. The worksheet on relationship of solution and physical change developed Çalık, (2004) was applied to 36 sophomores who continue form master programme and who take science laboratory and applications lesson and it was also applied to 42 sophomores who continue science teacher programme. One student both in form master programme and secince programme defined solution of sugar in water as a chemical change. 26% of the students in science programme stated that more sugar was solved with the effect of mixing. It will be seen that 16,6% of students of form master programme said more sugar solved because of temperature and 83,33 of them said the sugar melt and turned into liquid with the effect of temperature only in the beaker that contained the sugar. Students of science teacher programme (19%) also said the amount of substance dissolved increased with the effect of temperature. It can also be seen that 66% of students of form master programme said the sugar burnt in the second beaker became solid , 42,9% of students of science teacher programme said the sugar burnt became solid and they couldn’t regain it. 35,7% of students of science teacher programme said the sugar burnt was crystallized and 7% of them said that a physical phenomenon took place in both tubes. At the end of the discussion in the classroom it was undertsood that the students who used that statement that a physical phenomenon took place in both tubes believed that the sugar that was burnt melt at the beginning and it became solid in the fridge. 6% of students of form master programme said that regaining of sugar wouldn’t be possible through physical methods however it could be regained through chemical methods. 7,14% of students of science teacher programme said “sugared water dissolved sugar because of temperature, the sugar precipitated again after being left for cooling”.
The study gives information on that the misconceptions of students arise from not being able to construct meaningful relationships between scientific knowledge and the knowledge they acquire out of the school. It also provides information about that the worksheet developed on “the relationship between solution and physical change” is useful in defining misconceptions and finding remedies to remove them however when complete learning aimed (a state where at least 80% learning is accepted as a standart) it has some inadequacies. It was also mentioned in the study that in class discussions were important in removing misconceptions and knowledge inadequacies detected after application of woeksheet.
Printed Document
Murat Demirbaş
Kırıkkale University
Asst. Prof. Dr.