ISSN 1648-3898. 2007, Vol. 6, No. 3

ENHANCING STUDENTS’ INTEREST IN CHEMISTRY BY HOME EXPERIMENTS

Aleksandriya Gendjova
Sofia University, Bulgaria

Abstract. Тhis study investigates the effect of home experiments on students’ interest in chemistry. The subject of the study are two groups of a total of 213 seventh graders. The control group performed traditional experiments in the classroom, while the experimental group an additional set of different home experiments. To research students’ interest the following methods were used: observation, testing, survey. Results show that students from the experimental group acquired higher level of knowledge, expressed positive attitudes toward the subject, and a desire to do extra activities.This results indicate that use of home experiments to connect chemistry with the real life of the students creates the conditions for an increased students’ interest.
Key words: students’ interest, motivation strategy, chemistry home experiments.

Correspondence: Aleksandriya Gendjova, researcher at Research Laboratory on Chemistry Education and History and Philosophy of Chemistry, Department of Physical Chemistry, University of Sofia, 1 James Bourchier Blvd., 1164 Sofia, Bulgaria.
Phone: 35928161395. E-mail: agendjova@chem.uni-sofia.bg

THE EFFECT OF DUAL SITUATED LEARNING MODEL ON STUDENTS’ UNDERSTANDING OF PHOTOSYNTHESIS AND RESPIRATION CONCEPTS

Ercan Akpınar
Dokuz Eylul University, Buca Faculty of Education, Turkey

Abstract. The purpose of this study was to investigate the effect of Dual Situated Learning Model (DSLM) on teaching photosynthesis and respiration concepts. The subjects of the study were 61 8^th grade students who enrolled in a primary school in İzmir, Turkey. In this study, a quasi-experimental pretest-posttest control group design was utilized and two instruction methods were employed. Two groups were assigned randomly as experimental and control groups. Dual Situated Learning Model instruction was employed in experimental group whereas traditional one was employed in control group. A photosynthesis and respiration concept achievement test (17 items) and open-ended questions (6 items) were used as a measurement tools. The results indicated that there were significant differences between the groups in favor of the experimental group. In parallel, DSLM has been found to be more effective in eliminating misconceptions than traditional method.
Keywords: dual situated learning model, photosynthesis and respiration concept, misconceptions.

Correspondence: Ercan Akpınar, Dr., Lecturer at Dokuz Eylul University, 35160, İzmir, Turkey.
Phone: +90 5557376129. E-mail: ercan.akpinar@deu.edu.tr

USING PHENOMENOGRAPHY COMBINED WITH KNOWLEDGE SPACE THEORY TO STUDY STUDENTS’ THINKING PATTERNS IN DESCRIBING AN ION

Zoltán Tóth
University of Debrecen, Debrecen, Hungary

Lajos Ludányi
Berze-Nagy János High School, Gyöngyös, Hungary

Abstract. This study compares Hungarian 7^th to 11^th graders’ thinking patterns in describing an ion. The combination of phenomenography and knowledge space theory was used as evaluation method to explore students’ reasoning and to follow the change in students’ cognitive structures. According to the phenomenographic analysis of the responses, three main categories, ‘ions are particles’, ‘charge of ions’ and ‘formation of ions’, were identified. Connections between these categories were determined by adapting knowledge space theory to the hierarchy of categories. Results showed a typical shape of the process of conceptual change. The initial model for representation of students’ knowledge structure is a simple one but during the instruction this model becomes more complex and finally ‘crystallises’ the new model. In the initial model, the ‘charge of ions’ category was independent of the ‘formation of ions’ category, and these both categories were built on the category ‘ions are particles’. Significant change in connections among categories could be detected in 8^th grade. From 8^th grade the category ‘ions are particles’ as basic knowledge was changed into the category ‘charge of ions’. At the end of the instruction (in 11^th grade) – after mixing these models in 9^th and 10^th grades – a double model with basic category ‘charge of ions’ was found for representation of students’ thinking patterns in describing an ion.
Key words: phenomenography, knowledge space theory, conceptual change, ion.

Correspondence: Zoltán Toth, Associate professor, Chemical Methodology Group, Department of Inorganic and Analytical Chemistry, Faculty of Science, University of Debrecen, H-4010 Debrecen, P. O. Box 66.
E-mail: tothzoltandr@yahoo.com

Lajos Ludanyi, Teacher of chemistry and physics at Berze-Nagy János High School, Gyöngyös, Hungary.
E-mail: lludanyi@citromail.hu

THE EFFECTS OF NOTE TAKING IN SCIENCE EDUCATION THROUGH THE MIND MAPPING TECHNIQUE ON STUDENTS’ ATTITUDES, ACADEMIC ACHIEVEMENT AND CONCEPT LEARNING

Orhan Akinoglu & Zeynep Yasar
University of Marmara, Turkey

Abstract. The aim of this study is to determine the effects of note taking during their science courses through the technique of mind mapping by primary education students, on their attitudes, academic achievement and concept learning. In the study, both quantitative and qualitative research methods were used. In the quantitative research area, the pre-test and post-test assessment model with experiment and control groups was used. In the qualitative research area, document analyses were made. The research was performed on 81 randomly chosen 6^th (ages 11 and 12) grade students from public schools in the district of Fatih, Istanbul during the scholastic year 2004-2005. The application period took 21 course hours in total. The reliability coefficient of the academic achievement test, which was one the three measurement instruments, was calculated as KR20=0, 73. The Cronbach of the scale for the attitudes towards science courses, developed by Akinoglu (2001). is α= 0, 89. The open-ended questions used in the research were qualitatively encoded by means of open-codification method. On the basis of the data obtained in the research, it was determined that there was a significant positive difference in students’ concept learning, overcoming misconceptions, academic achievement and attitudes towards science courses by taking notes through the mind-mapping method. 
Key words: constructivism, mind-mapping, taking notes, concept learning.

Correspondence: Orhan Akinoglu, Assistant Professor, Marmara University, Atatürk Education Faculty, Department of Elementary Education, Kadikoy/Istanbul, Turkey.
Phone: +90 216 345 90 90. E-mail: oakinoglu@marmara.edu.tr

Zeynep Yasar, Masters student at Marmara University, Educational Sciences Institute, Kadikoy/Istanbul, Turkey.
Phone: +90 216 345 90 90. E-mail: itirzeynep@hotmail.com

STUDENT TEACHERS’ REASONING PATTERNS WHILE SOLVING A CONTEXTUALIZED TASK ON THERMAL PHENOMENA

Karin Stolpe & Helge Strömdahl
Linköping University, Sweden

Abstract. In this study three different patterns of reasoning have been identified: linear, star and combined reasoning. As six student teachers were working on a contextualized task on heat and temperature they showed these different patterns of reasoning during an interview situation. The data was analysed using reasoning maps. The patterns are also discussed in relation to the students’ subject matter knowledge in this specific area. There are indications that the reasoning pattern is dependent on what kind of scientific subject matter knowledge the student reveals. Star and combined reasoning make it possible to look at the task from different angles and thereby develop fragmented knowledge into more comprehensive knowledge.
Key words: science education, thermal phenomena, interview.

Correspondence: Karin Stolpe, Ph.D. Student at Department of Social and Welfare Studies, Swedish National Graduate School in Science and Technology Education Research (FontD), Linköping University, S-601 74 Norrköping, Sweden.
E-mail: karin.stolpe@isv.liu.se

Helge Strömdahl, Professor at Department of Social and Welfare Studies, Swedish National Graduate School in Science and Technology Education Research (FontD), Linköping University, S-601 74 Norrköping, Sweden.
E-mail: helst@isv.liu.se

The articles appearing in this journal are indexed/abstracted in British Education Index, Copernicus Index and EBSCO: Academic Search Premier

05-03-2008