Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach
Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach
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通过基于情境的方法提高学生对热化学和热力学概念的化学素养水平
DOI：
10.1039/c5rp00007f
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发表时间：
2015
影响因子：
3
通讯作者：
Ö. Geban
中科院分区：
文献类型：
--
作者：
Ceyhan Çiğdemoğlu;Ö. Geban
本研究旨在探讨情境教学法（CBA）与传统教学法（TI）对学生热化学和热力学概念相关化学素养水平的影响。本研究以某公立高中2012年秋季学期的四个11年级班级为研究对象，共118名学生，由两名教师授课。实验组采用CBA，对照组采用TI。每个教师有一个实验组和一个控制组。开发了开放式情境项目集，用于评估学生在热化学和热力学概念方面的化学素养水平。在实施结束时，对两组进行测试作为后测。学生对题目集的回答是根据准备作为答案的题目来分析的。协方差分析（ANCOVA）用于解释数据。结果表明，CBA在提高学生化学素养方面上级TI，这表明CBA作为一个通过真实生活经验进行概念讨论的平台，对提高学生抽象和困难概念的化学素养水平具有显著作用，不受性别差异的影响。
The aim of this study was to delve into the effect of context-based approach (CBA) over traditional instruction (TI) on students’ chemical literacy level related to thermochemical and thermodynamics concepts. Four eleventh-grade classes with 118 students in total taught by two teachers from a public high school in 2012 fall semester were enrolled in this particular study. The treatments were randomly assigned to the already formed classes; experimental groups were treated as CBA, the control groups as TI. Each teacher had one experimental and one control group. Open-ended contextual item sets were developed to assess students’ chemical literacy level in thermochemical and thermodynamics concepts. The test was administered to both groups as a post-test at the end of the implementation. Students’ responses to item sets were analyzed based on the rubric prepared as the answer key. Analysis of Covariance (ANCOVA) was used for interpreting the data. The results reveal that CBA is superior to TI on improving students’ chemical literacy levels, implying that CBA, as a discussion platform for concepts through real-life experiences, has a significant role in increasing students’ chemical literacy levels in abstract and difficult concepts regardless of the gender difference.