期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2019
卷号：15
期号：7
页码：1-14
DOI：10.29333/ejmste/103356
出版社：Pamukkale Univ Dept Sci Education
摘要：This study was conducted to reduce the incidence of alternative conceptions about
transition metals among form six students. A quasi-experimental design was carried
out involving 79 students from two intact classes that were randomly classified as the
treatment (N=47) and the comparison (N=32) groups. Information and communication
technology-based instruction (ICT) was used in this study with the treatment group
while a traditional teaching method was used with the comparison group. For the
quantitative study, nine two-tier items were administered in a conceptual test after
instruction to the 79 form six students in both the groups to ascertain their
understanding about transition metals. Five students from the treatment group were
selected for interviews before and after the instruction to obtain further insights into
their understanding. An independent samples t-test analysis was used to compare the
total scores of the two groups in the transition metals conceptual test. The outcome
revealed that there were statistically significant differences in the test mean scores
between the comparison and treatment groups (Mtre = 8.47; SDtre = 0.69; Mcomp =
3.91; SDcomp = 0.96; t = 23.103, p < 0.001). The results from the analysis indicated that
students from the treatment group showed significantly greater levels of achievement
than the students from the comparison group. Furthermore, the percentage of
alternative conceptions among students in the treatment group was lower than those
of the comparison group students.
关键词：alternative conceptions; form six students; ICT-based instruction; transition;
metals
