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Investigating the Effectiveness of Teaching Methods Based on a Four-Step Constructivist Strategy

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Abstract

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry.

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Acknowledgments

This study was supported by Research Fund of Karadeniz Technical University, Project Number: 2005.116.002.1.

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Authors and Affiliations

  1. Department of Primary Teacher Education, KTU, Fatih Faculty of Education, 61335, Söğütlü-Trabzon, Turkey

    Muammer Çalik

  2. Department of Secondary Science and Mathematics Education, KTÜ Fatih Faculty of Education, 61335, Söğütlü-Trabzon, Turkey

    Alipaşa Ayas

  3. Centre for Science & Technology Education Research, University of Waikato, Hamilton, New Zealand

    Richard K. Coll

Authors
  1. Muammer Çalik
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  2. Alipaşa Ayas
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  3. Richard K. Coll
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Corresponding author

Correspondence to Muammer Çalik.

Appendix: Sample Teaching Design

Appendix: Sample Teaching Design

Eliciting Students’ Pre-Existing Ideas

What do you firstly remember about the concepts ‘solute’, ‘solvent’ and ‘solution’? Please explain your answer.

Focusing on the Target Concept

Equipment

Beaker, Water, Salt and Oil

Directions

You will answer previous question if you carry out the following directions and questions.

  1. 1.

    Please take three beakers and add the same of the salt (1 g) into each beaker

  2. 2.

    Then pour 40 ml water into two of the beakers and stir them (Beaker B and Beaker C)

  3. 3.

    Later add a bit of oil (5 ml) into Beaker C.  

  • Please compare Beaker A with Beaker B. Is there any similarity and difference?

  • Please compare Beaker B and Beaker C in terms of their similarities and differences?

  • Which of the phase changes (solid-liquid-gas) can be observed in each beaker? Please explain your response

  • Which of the beakers indicates the only phase (homogenous dispersion)? Please explain your response

  • In the foregoing mixtures (Beaker B and Beaker C), which of the added matters has more amount? Please explain your response

  • Could you explain the concepts ‘solute’, ‘solvent’ and ‘solution’ based on your foregoing experiences?

Challenging Students’ Ideas

In this step, teacher introduces the opposition party and the party in power at Turkish National Assembly (TBMM). The number of the party in power is more than that of the opposite party and the party in power has more effective role in coming up with an agreement point. Therefore, it ‘outweighs’ the opposition at the Turkish National Assembly. However, unless the opposition party is available, a democratic environment does not occur. Also, even if the number of the opposition is less, it checks the work done by the party in power and acts as a control mechanism. Of course, these affairs occur in Turkish National Assembly (TBMM). When we consider the concepts ‘solute’, ‘solvent’ and ‘solution’, the amount of solvent is more and determines the phase of the solution like the party in power. The amount of the solute is less, but it is necessary for constituting a solution like the opposition party. The place where solute and solvent disperse homogenously with one another is solution like Turkish National Assembly (TBMM).

Then teacher presents the subsequent analogical mapping by confirming or disconfirming their generated notions. Later, he/she demonstrates the transparent paper of types of solutions (Tables 5, 6).

Table 5 Analogical mapping of solution and its components
Full size table
Table 6 Transparent paper of types of solutions
Full size table

Applying Newly Constructed Ideas to Similar Situations

Direction

On the basis of the earlier steps, please use your newly structured knowledge to novel situation. For the following examples, please identify solution(s) and then state their components.

Pickle water

Laundry water (water with HCl)

Acetone and nail polish

Air

Lime tea

Bell metal

Carbonate drink

Steel

Cologne

Vinegar

Drink made of yoghurt and water

Chalk with water

Soda

Mud with water

Milk

Lemonade

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Çalik, M., Ayas, A. & Coll, R.K. Investigating the Effectiveness of Teaching Methods Based on a Four-Step Constructivist Strategy. J Sci Educ Technol 19, 32–48 (2010). https://doi.org/10.1007/s10956-009-9176-0

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