Abstract
The experiment is considered an essential tool in science education. Also, one of the ways to motivate teachers and students is to employ experiments using inexpensive and accessible means in science education. In addition, the level of students’ knowledge in the field of science and their conceptual understanding of scientific concepts are two important aspects of science education. In the conceptual understanding of science, students’ conceptual understanding of the mathematical equations used in science is necessary. Thus, in this work, the effect of hands-on experimental activity on the middle school students’ conceptual learning was investigated. The experiment was performed using available equipment for teaching some gas variables and laws to increase the students’ conceptual perception of the related mathematical equations. The sample consisted of 104 middle school students divided into control and experimental groups. The control group received the conventional learning for learning the related concepts while the experimental group students received the same way, but with experimental activity. It was obtained whether the use of experimental activity significantly enhances students’ conceptual understanding of the chemical concepts compared with the control group participants. The percentage of correct answers mean on the pre- and post-test was measured for each student and each question in two groups. A paired t-test was applied to determine differences in scores. There was a significant difference between the students’ post-test scores in two groups. The results showed that the developed simple experiment can be used to teach concepts related to gas variables such as pressure and compressibility. This experiment can also be effective in explaining some laws governing gas behavior. As a more general result, it can be stated that students' conceptual problem solving ability in related concepts is considered along with their mathematical problem solving ability. This means that students are both conceptual thinkers and algorithmic problem solvers. Finally, some explanations mentioned in the experimental group class are given as a teaching suggestion of the relevant concepts.
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The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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Zarei, E. An experiment design to increase students’ conceptual perception of mathematical equations related to gas variables and laws. SN Soc Sci 2, 133 (2022). https://doi.org/10.1007/s43545-022-00439-z
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DOI: https://doi.org/10.1007/s43545-022-00439-z