React Strategy Instruction Enriched with Inquiry-Based Experiments: Exploring Middle School Students’ Understanding of Mixtures
Abstract
This study investigates the effectiveness of using a REACT strategy instruction enriched with guided inquiry-based experiments to improve 7th-grade students’ understanding of mixtures compared to conventional teacher-centered instruction. A convergent parallel mixed-method design was used, and 39 middle school students were divided into experimental (N = 19) and control (N = 20) groups. In the experimental group, REACT strategy instruction, whose experimenting stage was implemented using inquiry-based experiments, was carried out. In the control group, conventional teacher-centered instruction was conducted. Four concept cartoons were used for data collection. In addition to quantitative analyses, individual profile maps were drawn, and students’ explanations in the “Because” section of the concept cartoons were analyzed to gain deeper insight into students’ conceptual change. According to the results, a REACT strategy instruction enriched with guided inquiry-based experience effectively improves 7th-grade students’ understanding of mixtures and rectifies misconceptions compared to conventional teacher-centered instruction. Based on the results of the study, it can be recommended to use the REACT strategy teaching model enriched with inquiry-based experiments for remedying students’ misconceptions and to use concept cartoons not only as a learning strategy but also as a tool for data collection, which will enable better evaluation of students’ misconceptions.
Full Text:
Download PDFReferences
Akaygün, S, & Adadan E (2019). Revisiting the understanding of redox reactions through critiquing animations in variance. In Schultz, M. Schmid, S., Lawrie, G. A. (Eds.), Research and Practice in Chemistry Education (pp.7-29). Springer. https://doi.org/10.1007/978-981-13-6998-8
Akaygün, S. & Jones, L. (2014). How does level of guidance affect understanding when students use a dynamic simulation of liquid–vapor equilibrium? In I. Devetak & S. A. Glazar, (Eds.), Learning with Understanding in the Chemistry Classroom (pp.243-263). Springer. https://doi.org/10.1007/978-94-007-4366-3
Akaygün, S., & Jones, L. L. (2013). Research-based design and development of a simulation of liquid–vapor equilibrium. Chemistry Education Research and Practice, 14(3), 324-344. DOI: 10.1039/C3RP00002H
Akgün, A., & Aydın, M. (2009). An application of constructivist learning theory: using collaborative study groups strategy in eliminating the students’ misconceptions on and decreasing the knowledge deficiencies in the concepts of melting and dissolving. Elektronik Sosyal Bilimler Dergisi, 8(27), 190-201. https://dergipark.org.tr/tr/pub/esosder/issue/6141/82409
Akın-Yanmaz, E. (2021). The effect of guide materials developed according to context-based learning approach on the conceptual understanding of 7th-grade students: "mirrors and absorption of light" (Unpublished master’s thesis). Giresun University, Institute of Science, Giresun.
Arıkıl, G., & Kalın, B. (2010). Misconceptions possessed by undergraduate students about the topic “Solutions”. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(2), 177-206.http://www.nef.balikesir.edu.tr/~dergi/makaleler/yayinda/9/EFMED_KME118.pdf
Ayvacı, H. Ş., Er Nas, S. & Dilber, Y. (2016). Effectiveness of the context-based guide materials on students’ conceptual understanding: “Conducting and insulating materials” Sample. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 51-78. https://efdergi.yyu.edu.tr/uploads/fbeabdyyuefd08072015y-1542227237.pdf
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29. https://www.proquest.com/docview/236901022?pq-origsite=gscholar&fromopenview=true
Barke, H. D., Hazari, A., & Yitbarek, S. (2008). Misconceptions in chemistry: Addressing perceptions in chemical education. Springer Science & Business Media. https://doi.org/10.1007/978-3-540-70989-3
Blessinger, P., & Carfora, J. M. (2014). Innovative approaches in teaching and learning: An introduction to inquiry-based learning for the arts, humanities, and social sciences. In P. Blessinger & J. M. Carfora (eds.) Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators (pp. 3-25). Emerald Group Publishing Limited. 10.1108/S2055-364120142
Chiappetta, E., L., & Adams, A., D. (2004). Inquiry-based instruction. The Science Teacher, 71(2), 46–50. https://www.proquest.com/docview/214615593?pq-origsite=gscholar&fromopenview=true
Contant, T. L., Tweed, A. L., Bass, J. E., & Carin, A. A. (2018). Teaching science through inquiry- based instruction (13th ed.). Pearson Education, Inc.
Crawford M. L. (2001). Teaching contextually: Research, rationale, and techniques for improving student motivation and achievement in mathematics and science. CCI Publishing.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
De Jong, O. (2008). Context-based chemical education: how to improve it? Chemical Education International, 8(1), 1-7. https://old.iupac.org/publications/cei/vol8/0801xDeJong.pdf
Deboer, G. E. (2006). Historical perspectives on inquiry teaching in schools. In L.B. Flick and N.G. Lederman (eds.), Scientific Inquiry and Nature of Science (pp.17-35). Springer. https://doi.org/10.1007/978-1-4020-5814-1
Delgado-Iglesias, J., Reinoso-Tapia, R., & Bobo-Pinilla, J. (2023). Estimating the competence of preservice primary teachers to use inquiry and their willingness to apply it in the classroom. International Journal of Science and Mathematics Education, 1-22. https://doi.org/10.1007/s10763-023-10377-8.
Durmuş, J., & Bayraktar, Ş. (2010). Effects of conceptual change texts and laboratory experiments on fourth grade students’ understanding of matter and change concepts. Journal of Science Education and Technology, 19(5), 498-504. https://doi.org/10.1007/s10956-010-9216-9
Ebenezer, J. V., & Erickson, G. L. (1996). Chemistry students' conceptions of solubility: A phenomenography. Science Education, 80(2), 181-201. https://doi.org/10.1002/(SICI)1098-237X(199604)80:2<181::AID-SCE4>3.0.CO;2-C
Gibbs, R., & Poskitt, J. (2010). Student engagement in the middle years of schooling (years 7–10): A literature review (Report to the Ministry of Education). Ministry of Education.
Gilbert J. K. (2006). On the nature of ‘‘context’’ in chemical education. International Journal of Science Education, 28(9), 957–976. https://doi.org/10.1080/09500690600702470
Gilbert, J. K., Bulte, A. M., & Pilot, A. (2011). Concept development and transfer in context‐based science education. International Journal of Science Education, 33(6), 817-837. https://doi.org/10.1080/09500693.2010.493185
Glynn, S. M., & Winter, L. K. (2004). Contextual teaching and learning of science in elementary schools. Journal of Elementary Science Education, 16(2), 51-63. https://doi.org/10.1007/BF03173645
Gökulu, A. (2017). Investigating eight grade students’ understanding level and misconceptions on the concept of element, compound, mixture. Kastamonu Eğitim Dergisi, 25(2), 611-626. https://dergipark.org.tr/tr/pub/kefdergi/issue/29416/314239
Herranen, J., Kousa, P., Fooladi, E., & Aksela, M. (2019). Inquiry as a context-based practice–a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching. International Journal of Science Education, 41(14), 1977-1998. https://doi.org/10.1080/09500693.2019.1655679
Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: A case study. International Journal of Science Education, 26(1), 47-62. https://doi.org/10.1080/0950069032000070342
Jerrim, J., Oliver, M., & Sims, S. (2022). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction, 80, 101310. https://doi.org/10.1016/j.learninstruc.2020.101310
Karaer, H. (2007). Examination of student teachers’ levels of understanding and misconceptions of some concepts about substance and determination regarding to some variables Kastamonu Eğitim Dergisi, 15(1), 199-210. https://dergipark.org.tr/tr/pub/kefdergi/issue/49108/626715
Karakirik, G., & Kabapinar, F. (2019). The effect of teaching designed based on concept cartoon on the learning of atom radius concept of 9th grade students. Türkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi, 4(2), 113-144. https://dergipark.org.tr/tr/pub/jotcsc/issue/45014/620607
Karslı, F. & Saka, Ü. (2017). The effect of the context-based approach on 5th grade students' conceptual understanding about “getting to know foods”. Elementary Education Online, 16(3), 900-916. DOI: 10.17051/ilkonline.2017.330230
Karslı, F., & Patan, K. K. (2016). Effects of the context-based approach on students' conceptual understanding: “the umbra, the solar eclipse and the lunar eclipse”. Journal of Baltic Science Education, 15(2), 246. https://www.proquest.com/scholarly-journals/effects-context-based-approach-on-students/docview/2343749012/se-2
Karslı-Baydere, F. & Aydın, E. (2019). Teaching “the eye” topic through the explanation assisted react strategy of the context-based approach. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 39(2), 755-791. https://dergipark.org.tr/en/download/article-file/777391
Karslı-Baydere, F., & Kır, H. Ş. (2021). Examination of the effectiveness of an instructional material prepared according to the react strategy: “sound propagation and hearing the sound different in different environments”. Fen Bilimleri Öğretimi Dergisi, 9(1), 89-110. https://dergipark.org.tr/tr/pub/fbod/issue/71995/1158040
Keleş, H. İ. (2019). Teaching “pure substances, mixtures and the separation of mixtures” topics in the 7th grade science course through react strategy (Unpublished master’s thesis). Kilis 7 Aralık University, Institute of Science, Kilis.
Kim, M. (2020). Teacher scaffolding strategies to transform whole-classroom talk into collective inquiry in elementary science classrooms. Alberta Journal of Educational Research, 66(3), 290-306. https://doi.org/10.11575/ajer.v66i3.56957
Kirman- Bilgin, A., Demircioğlu Yürükel, F. N., & Yiğit, N. (2017). The effect of a developed react strategy on the conceptual understanding of students:" Particulate nature of matter". Journal of Turkish Science Education, 14(2), 65-81. https://www.tused.org/index.php/tused/article/view/155/110
Kirman-Bilgin, A., & Yiğit, N. (2019). Investigation of Effectiveness of Teaching Materials Based on REACT Strategy on Revelation of the Relationship between "Density" Concept and Contexts. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 495-519. https://doi.org/10.19171/uefad.368854
Kuşakçıekim, F. (2007). Impact of concept cartoons on eliminating misconceptions of students in elementary science teaching. (Unpublished master thesis). Ankara University, Educational Science Institute, Ankara.
Lee, O., Eichinger, D. C., Anderson, C. W., Berkheimer, G. D., & Blakeslee, T. D. (1993). Changing middle school students' conceptions of matter and molecules. Journal of Research in Science Teaching, 30(3), 249-270. https://doi.org/10.1002/tea.3660300304
Navarra A. (2006). Achieving Pedagogical Equity in the Classroom. Cord Publishing.
Özalp, D. (2008). Ontology-informed diagnostic assessment of middle and secondary students' misconceptions of the particulate nature of matter (Unpublished master’s thesis). Marmara University, Educational Science Institute, İstanbul.
Ozdemir, E., Coramik, M., & Urek, H. (2020). Determination of conceptual understanding levels related to optics concepts: The case of opticianry. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(1), 53-64. https://doi.org/10.46328/ijemst.v8i1.728
Pallant, J. (2007). SPSS Survival Manual, a Step by Step a Guide to Data Analysis Using SPSS for Windows. McGraw-Hill Education.
Potter N. M. & Overton T. L. (2006). Chemistry in sport: context-based e-learning in chemistry. Chemistry Education Research and Practice, 7(3), 195–202. DOI: 10.1039/B6RP90008A
Say, F. S. (2011). The effects of concept cartoons on grade 7 students’ learning of the structure and the features of matter (Unpublished master’s thesis). Karadeniz Technical University, Educational Science Institute, Trabzon.
Say, F. S., & Özmen, H. (2018). Effectiveness of concept cartoons on 7th grade students’ understanding of the structure and properties of matter. Journal of Turkish Science Education (TUSED), 15(1), 1-24. https://www.tused.org/index.php/tused/article/view/145/101
Schwartz, A. T. (2006). Contextualized chemistry education: The American experience. International Journal of Science Education, 28(9), 977-998. https://doi.org/10.1080/09500690600702488
Taskin, V., & Bernholt, S. (2014). Students' understanding of chemical formulae: A review of empirical research. International Journal of Science Education, 36(1), 157-185. https://doi.org/10.1080/09500693.2012.744492
Tatlı, A. (2020). The effect of react strategy on secondary school students' conceptual understanding, scientific process and life skills (Unpublished master’s thesis). Düzce University, Institute of Science, Düzce.
Teig, N., Scherer, R., & Nilsen, T. (2018). More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction, 56, 20-29. https://doi.org/10.1016/j.learninstruc.2018.02.006
Tezcan, H., & Bilgin, E. (2004). Affects of laboratory method and other factors on the student success in the teaching of the solvation subject at the high schools. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(3), 175-191. https://dergipark.org.tr/tr/pub/gefad/issue/6758/90895
The National Research Council [NRC]. (1996). National science education standards. National Academies Press.
Tuan, H. L., Yu, C. C., & Chin, C. C. (2017). Investigating the influence of a mixed face-to-face and website professional development course on the inquiry-based conceptions of high school science and mathematics teachers. International Journal of Science and Mathematics Education, 15(8), 1385-1401. https://doi.org/10.1007/s10763-016-9747-5
Uzuntiryaki, E., & Geban, Ö. (2005). Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts. Instructional Science, 33(4), 311-339. https://doi.org/10.1007/s11251-005-2812-z
Valanıdes, N. (2000). Primary student teachers’ understanding of the particulate nature of matter and its transformations during dissolving. Chemistry Education Research and Practice, 1(2), 249-262. DOI: 10.1039/A9RP90026H
DOI: https://doi.org/10.17509/jsl.v6i4.60515
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Ayfer Mutlu
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia