Research in Science Education

, Volume 36, Issue 4, pp 313–335

An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts


    • K.K. Eğitim Fakültesi, Kimya Eğitimi A.B.D.Atatürk Üniversitesi
  • NurtaÇ Canpolat
    • K.K. Eğitim Fakültesi, Kimya Eğitimi A.B.D.Atatürk Üniversitesi
  • Samih BayrakÇeken
    • K.K. Eğitim Fakültesi, Kimya Eğitimi A.B.D.Atatürk Üniversitesi
  • Ömer Geban
    • Department of Science and Mathematics EducationMiddle East Technical University
Research Article

DOI: 10.1007/s11165-005-9003-4

Cite this article as:
PinarbaŞi;, T., Canpolat, N., BayrakÇeken, S. et al. Res Sci Educ (2006) 36: 313. doi:10.1007/s11165-005-9003-4


This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.

Key Words

alternative conceptionsconceptual changeconceptual change textinstructionsolutions

Copyright information

© Springer Science+Business Media, Inc. 2006