Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 5 (Dec., 2016) Şenol ŞEN, Ayhan YILMAZ, and Ömer GEBAN The effect of Process Oriented Guided Inquiry Learning (POGIL) on 11th Graders' conceptual understanding of electrochemistry Contents Next

The effect of Process Oriented Guided Inquiry Learning (POGIL) on 11th Graders' conceptual understanding of electrochemistry

 

Şenol ŞEN, Ayhan YILMAZ

Hacettepe University, Faculty of Education, Department of Mathematics and Science Education, Ankara-TURKEY

E-mail: schenolschen@gmail.com

Ömer GEBAN

Middle East Technical University, Faculty of Education, Department of Mathematics and Science Education, Ankara-TURKEY

Received 19 Aug., 2016
Revised 22 Dec., 2016

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Contents

• Abstract
• Introduction
  • Studies about POGIL
  • Alternative conceptions about Electrochemistry
  • Aim of the Study
• Methodology
  • Study Design
  • Sample of Study
  • Instrument
  • Procedures
  • Treatment in the Experimental Group
  • POGIL Activities Used in the Study
  • Treatment in the Control Group
• Results
  • Comparison of Gain Scores of Students (Results for First Research Question)
  • Students’ Levels of Conceptual Understanding (Results for Second Research Question)
• Discussion
• Conclusion
• References
• Appendix A
• Appendix B

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Abstract

The purpose of this study was to investigate the effect of Process Oriented Guided Inquiry Learning (POGIL) method compared to traditional teaching method on 11th grade students' conceptual understanding of electrochemistry concepts. Participants were 115 students from a public school in Turkey. Nonequivalent control group design was used. Two experimental groups and two control groups were randomly selected. The experimental groups were taught using the POGIL method, while control groups were taught using the traditional teaching method. An Electrochemistry Concept Test (ECT) was administered to both groups as a pre-test and post-test in order to assess the students' misconceptions and their conceptual understanding of electrochemistry concepts. Gain scores were compared using independent-samples t-test. The results showed that the POGIL method resulted in a better acquisition of scientific conceptions and in changing misconceptions in electrochemistry concepts than with traditional teaching methods.

Keywords: conceptual understanding, electrochemistry, alternative conceptions, POGIL.