Journal of Science Education and Technology

, Volume 18, Issue 2, pp 130–137 | Cite as

Facilitating Conceptual Change in Gases Concepts

  • Pinar Seda Çetin
  • Ebru Kaya
  • Ömer Geban


The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally designed chemistry instruction (TDCI) on overcoming 10th grade students’ misconceptions on gases concepts. In addition, the effect of gender difference on students’ understanding of gases concepts was investigated. The subjects of this study consisted of 74 10th grade students from two chemistry classes. One of the classes was assigned as experimental group and the other group was assigned as control group. The experimental group was instructed with CCOI and the control group was instructed by TDCI. Gases Concept Test (GCT) was administered to both groups as pre- and post-tests to measure the students’ conceptual understanding. The results showed that students in the experimental group got higher average scores from Gases Concept Test. Also, a significant difference was found between the performance of females and that of males in terms of understanding gases concepts in favor of males.


Conceptual change oriented instruction Gases concepts Gender effect Misconceptions 


  1. Alkhawaldeh SA (2007) Facilitating conceptual change in ninth grade students’ understanding of human circulatory system concepts. Res Sci Technol Educ 25(3):371–385. doi: 10.1080/02635140701535331 CrossRefGoogle Scholar
  2. Azizoglu N (2004) Conceptual change oriented instruction and students’ misconceptions in gases. Unpublished Ph.D. Thesis, The Middle East Technical University, Ankara, TurkeyGoogle Scholar
  3. Bar V, Travis AS (1991) Children’s views concerning phase changes. J Res Sci Teach 28(4):363–382. doi: 10.1002/tea.3660280409 CrossRefGoogle Scholar
  4. Benson DL, Wittrock M, Baur ME (1993) Students’ preconceptions of the nature of gases. J Res Sci Teach 30:558–597. doi: 10.1002/tea.3660300607 CrossRefGoogle Scholar
  5. Bilgin I (2006) The effect of hands-on activities incorporating a cooperative learning approach on eight grade students’ science process skills and attitudes toward science. J Balt Sci Educ 9:27–37Google Scholar
  6. Bunce DM, Gabel DL, Samuel KB (1991) Enhancing chemistry problem solving achievement using problem solving categorization. J Res Sci Teach 28:505–521. doi: 10.1002/tea.3660280605 CrossRefGoogle Scholar
  7. Celebi O (2004) Effect of conceptual change oriented instruction on removing misconceptions about phase changes. Unpublished Master Thesis, The Middle East Technical University, AnkaraGoogle Scholar
  8. Cetin G (2003) The effect of conceptual change instruction on understanding of ecology concepts. Unpublished Ph.D. Thesis, The Middle East Technical University, AnkaraGoogle Scholar
  9. Chambers SK, Andre T (1997) Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. J Res Sci Teach 34:107–123. doi:10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-XCrossRefGoogle Scholar
  10. Cho I-Y, Park H–I, Choi B–S (2000) Conceptual types of Korean high school students and their influence on learning style. Annual Meeting of the National Association for Research in Science Teaching. New Orleans, LA, p 34Google Scholar
  11. De Berg KC, Treagust DF (1993) The presentation of gas properties in chemistry textbooks and as reported by science teachers. J Res Sci Teach 30(8):871–882. doi: 10.1002/tea.3660300806 CrossRefGoogle Scholar
  12. Doran RL (1990) What research says about assessment? Sci Child 27(8):26–27Google Scholar
  13. Driver R, Easley J (1978) Pupils and paradigms: a review of literature related to concept development in adolescent science student. Stud Sci Educ 5:61–84. doi: 10.1080/03057267808559857 CrossRefGoogle Scholar
  14. Gabel DL, Samuel KV (1986) High school students’ ability to solve molarity problems and their anolog counterparts. J Res Sci Teach 23(2):165–176. doi: 10.1002/tea.3660230207 CrossRefGoogle Scholar
  15. Garnett PJ, Treagust DF (1992) Conceptual difficulties experienced by senior high school students of electrochemistry: Electrochemical (Galvanic) and electrolytic cells. J Res Sci Teach 29(10):1079–1099. doi: 10.1002/tea.3660291006 CrossRefGoogle Scholar
  16. Glynn SM, Takahashi T (1998) Learning from analogy-enhanced science text. J Res Sci Teach 35:1129–1149. doi:10.1002/(SICI)1098-2736(199812)35:10<1129::AID-TEA5>3.0.CO;2-2CrossRefGoogle Scholar
  17. Griffiths AK, Preston KR (1992) Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. J Res Sci Educ 29:611–628Google Scholar
  18. Gorodetsky M, Gussarsky E (1986) Misconceptualization of chemical equilibrium concept as revealed by different evaluation methods. Int J Sci Educ 8(4):427–441. doi: 10.1080/0140528860080409 CrossRefGoogle Scholar
  19. Greenfield TA (1997) Gender, grade level differences in science interest and participation. Sci Educ 81:259–276. doi:10.1002/(SICI)1098-237X(199706)81:3<259::AID-SCE1>3.0.CO;2-CCrossRefGoogle Scholar
  20. Harrison AG, Grayson DJ, Treagust DF (1999) Investigating a grade 11 students’ evolving conceptions of heat and temperature. J Res Sci Teach 36(1):55–88. doi:10.1002/(SICI)1098-2736(199901)36:1<55::AID-TEA5>3.0.CO;2-PCrossRefGoogle Scholar
  21. Haury DL, Rillero P (1994) Perspectives of hands-on science teaching. ERIC Clearinghouse for Science. Mathematics and Environmental Education, Colombus, Ohio, p 151Google Scholar
  22. Hewson PW (1992) Conceptual change in science teaching and teacher education. National Center of Educational Research, Documentation and Assessment, Madrid, SpainGoogle Scholar
  23. Hewson MG, Hewson PW (1983) Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. J Res Sci Teach 20(8):731–743. doi: 10.1002/tea.3660200804 CrossRefGoogle Scholar
  24. Ipek I (2007) Implementation of conceptual change oriented instruction using hands on activities on tenth grade students’ understanding of gases concept. Unpublished Master Thesis, The Middle East Technical University, AnkaraGoogle Scholar
  25. Lin H, Cheng H, Lawrenz F (2000) The assessment of students and teachers’ understanding of gas laws. J Chem Educ 77(2):235–238Google Scholar
  26. Mas FCJ, Perez JH, Harris HH (1987) Parallels between adolescents’ conception of gases and the history of chemistry. J Chem Educ 64(7):616–618Google Scholar
  27. McCarthy CB (2005) Effects of thematic-based, hands-on science teaching versus a textbook approach for students with disabilities. J Res Sci Teach 42(3):245–263. doi: 10.1002/tea.20057 CrossRefGoogle Scholar
  28. Nakhleh MB (1992) Why some students don’t learn chemistry. J Chem Educ 69(3):191–196CrossRefGoogle Scholar
  29. Nakhleh MB (1994) Influence of levels of information as presented by different technologies on students’ understanding of acid, base, and pH concepts. J Res Sci Teach 31(10):1077–1096. doi: 10.1002/tea.3660311004 CrossRefGoogle Scholar
  30. Niaz M (2000) Gases as idealized lattices: a rational reconstruction of students’ understanding of the behavior of gases. Sci Educ 9:279–287. doi: 10.1023/A:1008612819413 CrossRefGoogle Scholar
  31. Niaz M (2002) Facilitating conceptual change in students’ understanding of electrochemistry. Int J Sci Educ 24(4):425–439. doi: 10.1080/09500690110074044 CrossRefGoogle Scholar
  32. Nieswandt M (2001) Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective. Sci Educ 85(2):158–179. doi:10.1002/1098-237X(200103)85:2<158::AID-SCE40>3.0.CO;2-3CrossRefGoogle Scholar
  33. Orgill M, Thomas M (2007) Analogies and the 5E model. Sci Teach 74(1):40–45Google Scholar
  34. Pereira MP, Pestana MEM (1991) Pupils’ representations of models of water. Int J Sci Educ 13(3):313–319. doi: 10.1080/0950069910130309 CrossRefGoogle Scholar
  35. Posner GJ, Strike KA, Hewson PW, Gertzag WA (1982) Accommodation of a scientific conception: toward a theory of conceptual change. Sci Educ 66:211–227. doi: 10.1002/sce.3730660207 CrossRefGoogle Scholar
  36. Spector BS, Gibson CW (1991) A qualitative study of middle school students’ perceptions of factors facilitating the learning of science: grounded theory and existing theory. J Res Sci Teach 28(6):467–484. doi: 10.1002/tea.3660280603 CrossRefGoogle Scholar
  37. Stavy R (1988) Children’s conceptions of gas. Int J Sci Educ 10(5):553–560. doi: 10.1080/0950069880100508 CrossRefGoogle Scholar
  38. Stohr-Hunt PM (1996) An analysis of frequency of hands-on experience and science achievement. J Res Sci Teach 33(1):101–109. doi:10.1002/(SICI)1098-2736(199601)33:1<101::AID-TEA6>3.0.CO;2-ZCrossRefGoogle Scholar
  39. Strike KA, Posner GJ (1992) A revisionist theory of conceptual change. In: Duschl RA, Hamilton RJ (eds) Philosophy of science, cognitive psychology, and educational theory and practice. SUNY Press, Albany, NY, pp 147–176Google Scholar
  40. Uzuntiryaki E (2003) Effectiveness of constructivist approach on students’ understanding of chemical bonding concepts. Unpublished Ph.D. Thesis, The Middle East Technical University, Ankara, TurkeyGoogle Scholar
  41. Wang MNM, Wu KC, Huang TCI (2007) A study on the factors affecting biological concept learning of junior high school students. Int J Sci Educ 29(4):453–464. doi: 10.1080/09500690601073152 CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  1. 1.Department of Secondary Science and Mathematics EducationMiddle East Technical University, Faculty of EducationAnkaraTurkey
  2. 2.Department of Secondary Science and Mathematics EducationSelcuk University, Faculty of EducationKonyaTurkey

Personalised recommendations