Skip to main content
SpringerLink
Log in

Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

This study investigated the effect of the Science Writing Heuristic (SWH) approach on grade 9 students’ understanding of chemical change and mixture concepts. Four intact classes taught by two chemistry teachers from a Turkish public high school were selected for the study; one class was assigned as the treatment group, and the other class was assigned as the comparison group. Students in the treatment group were instructed by the SWH approach, while those in the comparison group were instructed with traditionally designed chemistry instruction. Tests measuring students’ conceptual understanding in the units of chemical change and mixture were administered as pre- and posttest for both groups. At the end of the instruction, semistructured interviews were conducted with 13 students from the treatment group and eight students from the comparison group. ANCOVA results revealed that the SWH approach was superior to the traditional approach on students’ understanding of chemical change and mixture concepts. Interview results indicated that students in the treatment group demonstrated better scientific understanding of chemical change and mixture concepts compared to those in the comparison group.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research in Science Teaching, 31(2), 147–165.

    Article  Google Scholar 

  • Ahtee, M., & Varjola, I. (1998). Students’ understanding of chemical reaction. International Journal of Science Education, 20(3), 305–316.

    Article  Google Scholar 

  • Akkus, R., Günel, M., & Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: are there differences? International Journal of Science Education, 14(5), 1745–1765.

    Article  Google Scholar 

  • Ardac, D., & Akaygun, S. (2004). Effectiveness of multimedia-based instruction that emphasizes molecular representations on students’ understanding of chemical change. Journal of Research in Science Teaching, 41(4), 317–337.

    Article  Google Scholar 

  • Ayas, A., & Demirbas, A. (1997). Turkish secondary students’ conceptions of introductory chemistry concepts. Journal of Chemical Education, 74(5), 518–521.

    Article  Google Scholar 

  • Ayas, A., Özmen, H., & Çalık, M. (2010). Students’ conceptions of the particulate nature of matter at secondary and tertiary level. International Journal of Science and Mathematics Education, 8, 165–184.

    Article  Google Scholar 

  • Bilgin, İ., & Geban, Ö. (2006). The effect of cooperative learning approach based on conceptual change condition on students’ understanding of chemical equilibrium concepts. Journal of Science Education and Technology, 15(1), 31–46.

    Article  Google Scholar 

  • BouJaoude, S. B. (1992). The relationship between students’ learning strategies and the change in their misunderstandings during a high school chemistry course. Journal of Research in Science Teaching, 29(1), 687–699.

    Article  Google Scholar 

  • Burke, K. A., Greenbowe, T. J., & Hand, B. M. (2005, June). Excerpts from The process of using inquiry and the science writing heuristic. Prepared for the Middle Atlantic Discovery Chemistry Program, Moravian College, Bethlehem, PA. Retrieved from http://avogadro.chem.iastate.edu/SWH/Resources.htm

  • Çalık, M. (2005). A cross-age study of different perspectives in solution chemistry from junior to senior high school. International Journal of Science and Mathematics Education, 3, 671–696.

    Article  Google Scholar 

  • Çalık, M., Ayas, A., & Coll, R. K. (2007). Enhancing pre-service elementary teachers’ conceptual understanding of solution chemistry with conceptual change text. International Journal of Science and Mathematics Education, 5, 1–28.

    Article  Google Scholar 

  • Cavagnetto, A. R. (2010). Argument to foster scientific literacy: a review of argument interventions in K-12 science contexts. Review of Educational Research, 80(3), 336–371.

    Article  Google Scholar 

  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.

    Article  Google Scholar 

  • Coştu, B., Ünal, S., & Ayas, A. (2007). A hands-on activity to promote conceptual change about mixtures and chemical compounds. Journal of Baltic Science Education, 6(1), 35–46.

    Google Scholar 

  • Coştu, B., Ayas, A., & Niaz, M. (2010). Promoting conceptual change in first year students’ understanding of evaporation. Chemistry Education Research and Practice, 11, 5–16.

    Article  Google Scholar 

  • Davis, J. (2001). Conceptual change. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt

  • Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas in science. Philadelphia: Open University Press.

    Google Scholar 

  • Duit, R. (2007). Science education research internationally: conceptions, research methods, domains of research. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 3–15.

    Google Scholar 

  • Ebenezer, J. V. (1992). Making chemistry learning more meaningful. Journal of Chemical Education, 69(6), 464–467.

    Article  Google Scholar 

  • Eilks, I., Moellering, J., & Valanides, N. (2007). Seventh-grade students’ understanding of chemical reactions: reflections from an action research interview study. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 271–286.

    Google Scholar 

  • Erkol, E., Günel, M., Kışoglu, M., Buyukkasap, E., & Hand, B. (2008, March–April). Impact of the science writing heuristic as a tool for learning in introductory physics laboratory. Paper presented at the Annual Meeting of the National Association for Research on Science Teaching, Baltimore.

  • Gabel, D. (1999). Improving teaching and learning through chemistry education research: a look to the future. Journal of Chemical Education, 76(4), 548–554.

    Article  Google Scholar 

  • Garnett, P. J., Garnett, P. J., & Hackling, M. W. (1995). Students’ alternative conceptions in chemistry: a review of research and implications for teaching and learning. Studies in Science Education, 25, 69–95.

    Article  Google Scholar 

  • Gooding, C. T., Swift, J. N., Schell, R. E., Swift, P. R., & McCroskery, J. H. (1990). A causal analysis relating previous achievement, attitudes, discourse, and intervention to achievement in biology and chemistry. Journal of Research in Science Teaching, 27(8), 789–801.

    Article  Google Scholar 

  • Günel, M., Kabataş-Memiş, E., & Büyükkasap, E. (2010). Effects of the science writing heuristic approach on primary school students’ science achievement and attitude toward science course. Education and Science, 35(155), 49–62.

    Google Scholar 

  • Hand, B., Norton-Meier, L., Staker, J., & Bintz, J. (2009). Negotiating science: The critical role of argument in student inquiry, grades 5–10. Portsmouth: Heinemann.

    Google Scholar 

  • Johnson, P. (2000). The development of children’s concept of a substance: a longitudinal study of interaction between curriculum and learning. Research in Science Education, 35, 41–61.

    Article  Google Scholar 

  • Jones, L. S., & Beeth, M. E. (1995, April). Implementing conceptual change instruction: A case study of one teacher’s experience. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco.

  • Kabatas, E., Günel, M., Büyükkasap, E., Uzoğlu, M., & Hand, B. (2008, March–April). Effects of the implementation of science writing heuristic on students’ understanding of electricity unit in 6th grade setting in Turkey. Paper presented at the Annual Meeting of the National Association for Research on Science Teaching, Baltimore.

  • Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065–1084.

    Article  Google Scholar 

  • Marshall, C., & Rossman, G. B. (2006). Designing qualitative research (4th ed.). Thousand Oaks: Sage.

    Google Scholar 

  • Ministry of National Education. (2007). 9th grade high school chemistry curriculum. Ankara: Author.

    Google Scholar 

  • Nakhleh, M. B. (1992). Why some students don’t learn chemistry. Journal of Chemical Education, 69(3), 191–196.

    Article  Google Scholar 

  • Nam, J., Choi, A., & Hand, B. (2010). Implementation of the science writing heuristic (SWH) approach in 8th grade science classrooms. International Journal of Science and Mathematics Education, 9(5), 1111–1133.

    Article  Google Scholar 

  • Papageorgiou, G., & Sakka, D. (2000). Primary school teachers’ views on fundamental chemical concepts. Chemistry Education: Research and Practice in Europe, 1(2), 237–247.

    Article  Google Scholar 

  • Pınarbaşı, T., Canpolat, N., Bayrakçeken, S., & Geban, Ö. (2006). An investigation of effectiveness of conceptual change text-oriented instruction on students’ understanding of solution concepts. Research in Science Education, 36, 313–335.

    Article  Google Scholar 

  • Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199.

    Article  Google Scholar 

  • Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66(2), 211–227.

    Article  Google Scholar 

  • Rudd, J. A., Greenbowe, T. J., & Hand, B. M. (2007). Using the science writing heuristic to improve students’ understanding of general equilibrium. Journal of Chemical Education, 84(12), 2007–2011.

    Article  Google Scholar 

  • Salta, K., & Tzougraki, C. (2011). Conceptual versus algorithmic problem-solving: focusing on problems dealing with conservation of matter in chemistry. Research in Science Education, 41, 587–609.

    Article  Google Scholar 

  • Sanger, M. J. (2000). Using particulate drawings to determine and improve students’ conceptions of pure substances and mixtures. Journal of Chemical Education, 77(6), 762–766.

    Article  Google Scholar 

  • Schroeder, J. D., & Greenbowe, T. J. (2008). Implementing POGIL in the lecture and the science writing heuristic in the laboratory—student perceptions and performance in undergraduate organic chemistry. Chemistry Education Research and Practice, 9, 149–156.

    Article  Google Scholar 

  • Solsona, N., Izquierdo, M., & de Jong, O. (2003). Exploring the development of students’ conceptual profiles of chemical change. International Journal of Science Education, 25(1), 3–12.

    Article  Google Scholar 

  • Stains, M., & Talanquer, V. (2007). Classification of chemical substances using particulate representations of matter: an analysis of student thinking. International Journal of Science Education, 29(5), 643–661.

    Article  Google Scholar 

  • Stavridou, H., & Solomonidou, C. (1998). Conceptual reorganization and the construction of the chemical reaction concept during secondary education. International Journal of Science Education, 20(2), 205–221.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Graduate School of Natural and Applied Sciences, Selcuk University, Konya, Turkey

    Sevgi Kingir

  2. Faculty of Education, Department of Secondary Science & Mathematics Education, Middle East Technical University, Ankara, Turkey

    Omer Geban

  3. Faculty of Education, Department of Elementary Education, TED University, Ankara, Turkey

    Murat Gunel

Authors
  1. Sevgi Kingir
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Omer Geban
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Murat Gunel
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sevgi Kingir.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Kingir, S., Geban, O. & Gunel, M. Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture. Res Sci Educ 43, 1645–1663 (2013). https://doi.org/10.1007/s11165-012-9326-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-012-9326-x

Keywords

Search

Navigation