Abstract
Lycee Chemistry Teachers need extra instructional materials to effectively present their lessons because of the fact that textbooks and the curriculum available are insufficient. In this study, guide materials concerning “Acids and Bases Unit” in high school chemistry 2 curriculum were developed, implemented, and evaluated. In developing the materials, students’ preconceptions and misconceptions were taken into consideration.
In the study, data was collected by using “Acids and Bases Concept Achievement Test” (ABÜKBT), “Cognitive Process Skill Test” (BIBT), surveys and teacher interviews. The ABÜKBT and BIBT were used to determine students’ levels at the beginning of the study. However, after the implementation of the study, the ABÜKBT was implemented to find out the students’ new levels of achievement, again. In developing the tests and guide materials, ten chemistry teachers were interviewed at different high schools in Trabzon. Pilot and main implementation of them were done between the years 2000 and 2003. The quasi-experimental design was used in this study. The study carried out with four teachers and 190 high school students in eight classrooms. While four classes were used as experimental groups and implemented the new guide materials and strategies, the other classes were used as four control groups and implemented the current textbook with conventional learning strategies in teaching of the Acid-Base Unit. In the analysis of the collected data, an analysis of covariance (ANCOVA) was performed, in which the dependent variable was the post-test score, and the covariate was students’ scores on the ABÜKBT and the BIBT. Prior to the implementation of the materials, the pretests scores for the groups (experimental and control) were compared with t test and were found no significant difference between them (a=0.05). Similarly, the pretests for the classes of the teachers were compared with ANOVA/LSD test and found no significant difference between them. After the implementation, the students’ scores on the posttests showed that there were significant differences both between the groups and the classes of the different teachers (a=0.05). Finally, it was found that the students in the experimental groups were more successful than the students in the control groups. From the results, some suggestions were made to program developers, researchers and teacher educators.
Keywords: Chemistry Education, Developing Material, Learning, and Acids and Bases
Contact
Assistant. Prof. Dr. Gökhan DEMIRCIOGLU
Karadeniz Technical University
Faculty of Fatih Education,
Department of Secondary
Science Education
61335 Trabzon / TURKEY
Phone: (0090) 462 2482305 / 7324
Fax:(0090) 462 2487344
E-mail: demircig73@yahoo.com
