Effects of Teaching Model for Hot Conceptual Change on Students’ Chemistry Conceptions

Abstract

For decades, conceptual change teaching models have been continually developed to promote students conception of science. The recent Teaching Model for Hot Conceptual Change (TMHCC) proposed by Kural and Kocakulah (2016) used the support of motivational and metacognitive strategies to support change in student physics conception. Although the model worked well in Physics, its effects on students’ chemistry concept had never been studied. This study was a one group pretest-posttest design which aimed to study the percentage of students who developed chemistry conception after having learned chemistry through TMHCC. Participants were 42 eleventh-grade students who were studying in science program of a public secondary school in Phrae, Thailand. This implementation spent
2 months. The research instrument was a two- tier multiple choice test, consisting of 12 items that covered 12 chemistry conceptions. The findings revealed that before and after implementation, students’ average scores in chemistry conception test were 24.07% and 38.12% respectively. The three highest frequencies of chemistry conception that students developed their chemistry conceptions were the concepts of “Nomenclature of terminal triple bond” (76.19%), “Nomenclature of alkene” (69.05%), and “Isomer” (69.05%). The frequencies of students who had no change in some chemistry concepts were founded in the concepts of “Boiling and melting point of alcohol ether and phenol” (61.90%), “Definition of hydrocarbon” (57.14%), and “Bond-line structure” (54.76%). However, there was a declined in the students’ chemistry concepts partially in the concepts of “Amide formation” (30.95%),
“Esterification reaction” (16.67%), and “Boiling and melting points of alcohol, ether, and phenol” (11.90%).