Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text

Ceren Tekkaya

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Science Education and Pedagogy Science and Education Research Evolution and Science Education

Abstract

This study investigated the effectiveness of combining conceptual change text and concept mapping strategy on students' understanding of diffusion and osmosis. Students' conceptual understanding of diffusion and osmosis was measured using the Diffusion and Osmosis Diagnostic Test developed by Odom and Barrow (1995). The test was administered as pretest and post-test to a total of 44 ninth-grade students in two intact classes of the same high school located in an urban area. The experimental group was a class of 24 students who received concept mapping and conceptual change text instruction. A class of 20 students comprised the control group who received a traditional instruction. Group Assessment of Logical Thinking Test (GALT) and pretest scores were used as covariates in this study. A pretest-post-test control group design utilising the analysis of covariance (ANCOVA) showed a statistically significant difference between the experimental and control groups in the favour of the experimental group after treatment. The results indicated that while the average percentage of students in the experimental group holding a scientifically correct view had risen from 22.5% to 54.1%, a gain of 31.6%, the percentage of correct responses of the students in the control group had increased from 19.1% to 38.7%, a gain of 19.6% after treatment.

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References

1982Accommodation of a scientific conception: Toward a theory of conceptual change 2000How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development 1982Children's science and its consequences for teaching 1983Effect of instruction using students' prior knowledge and conceptual change strategies on science learning 1993An investigation of the effectiveness of concept mapping as an instructional tool 1995Development and application of a two‐tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction 1997Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current 1988Formal reasoning ability and misconceptions concerning genetics and natural selection

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2011Osmosis and Diffusion Conceptual Assessment 2010Effect of animation enhanced conceptual change texts on 6th grade students’ understanding of the particulate nature of matter and transformation during phase changes 2023Effectiveness of conceptual change strategies in science education: A meta‐analysis 2007

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