پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 556 |
| تعداد مقالات | 4,410 |
| تعداد مشاهده مقاله | 7,319,006 |
| تعداد دریافت فایل اصل مقاله | 3,814,481 |
تأثیر آموزش زودهنگام بر کج‌فهمی دانش‌آموزان در نامگذاری ترکیبات شیمیایی: مطالعه موردی پایه نهم مدارس فرزانگان تبریز | ||
| پژوهش در آموزش شیمی | ||
| مقاله 15، دوره 8، شماره 3 - شماره پیاپی 31، مهر 1405، صفحه 130-152 اصل مقاله (987.27 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2025.20115.1350 | ||
| نویسندگان | ||
| حمیده حقیقت* ؛ فاطمه آقازاده؛ مهرانگیز فتحی نیا | ||
| گروه آموزش شیمی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: این پژوهش به صورت توصیفی- تحلیلی و طراحی طولی با هدف بررسی تاثیر آموزش زودهنگام در بروز کج‌فهمی های دانش آموزان پایه نهم در مدارس دخترانه فرزانگان تبریز و مقایسه آن با درک همان دانش آموزان در پایه دهم انجام شد. برای این منظور مبحث نامگذاری ترکیبات یونی و مولکولی انتخاب گردید. روش‌ها: جامعه آماری این پژوهش 37 نفر از دانش آموزان دختر پایه نهم مدرسه فرزانگان شهرستان تبریز بودند که به عنوان نمونه و با روش نمونه گیری در دسترس انتخاب شدند. به منظور کنترل متغیرهای مخدوشگر و اطمینان از همتاسازی گروهها، از دانش آموزان یکسان در دو سال متوالی استفاده شد. ابزار اندازه گیری و گردآوری اطلاعات، پرسش‌نامه محقق ساختهای مشتمل بر 7 سوال چهارگزینه ای و تشریحی در مورد قواعد نامگذاری ترکیبات یونی و مولکولی بود که روایی آن توسط چند تن از متخصصان مورد تایید قرار گرفت. پایایی سوالات با احتساب ضریب آلفای کرونباخ در نرم افزار spss، 0/84 و ضریب معناداری داده ها در آزمون T مستقل برای کل نمرات، 0/001 به دست آمد (p <0/05). یافته‌ها: یافته های پژوهش نشان داد که در نامگذاری ترکیبات شیمیایی بین درک دانش آموزان در پایه نهم و دهم، تفاوت معناداری وجود دارد. یکی از عوامل تاثیرگذار آموزش منابع درسی زودتر از موعد به دانش آموزان پایه نهم تشخیص داده شد که به صورت کج فهمی های آموزشی در آنان قابل مشاهده بود. نتیجه‌گیری: این مطالعه ضرورت بازنگری در روش‌های تدریس، به‌ویژه استفاده از راهبردهای فعال یادگیری و ارزشیابی‌های تشخیصی را برای رفع کج‌فهمی‌های پایدار تأیید می‌کند. یافته‌ها برای معلمان شیمی و برنامه‌ریزان درسی در طراحی مداخلات آموزشی هدفمند کاربرد دارد. | ||
| کلیدواژه‌ها | ||
| شیمی؛ کج‌فهمی؛ ترکیبات یونی و مولکولی؛ مدارس فرزانگان؛ آموزش پیش از موعد | ||
| عنوان مقاله [English] | ||
| The effect of early education on students’ misunderstanding in naming chemical compounds: a case study of the 9th grade of farzanegan schools in tabriz | ||
| نویسندگان [English] | ||
| Hamideh Haghighat؛ Fatemeh Aghazadeh؛ Mehrangiz Fathinia | ||
| Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objective: This descriptive-analytical study was conducted with a longitudinal design to investigate the effect of early education on the occurrence of misconceptions among ninth-grade students in Farzanegan girls’ schools in Tabriz and compare it with the understanding of the same students in tenth-grade. For this purpose, the topic of naming ionic and molecular compounds was selected. Materials and Methods: The statistical population of this study was 37 ninth-grade female students studying at Farzanegan School in Tabriz, selected using a convenience sampling method. In order to control confounding variables and ensure the matching of groups, the same students were used in two consecutive years. The measurement and data collection tool was a researcher-made questionnaire consisting of 7 four-choice and descriptive questions about the rules of naming ionic and molecular compounds, the validity of which was confirmed by several experts. The reliability of the questions was 0.84 using Cronbach’s alpha coefficient in SPSS software, and the significance coefficient of the data in the independent T-test for total scores was 0.001 (p < 0.05). Findings: The research findings showed that there was a significant difference between the understanding of students in the ninth and tenth grades in naming of chemical compounds. One of the influential factors was teaching lesson resources to ninth-grade students ahead of schedule, which was visible in the form of educational misunderstandings among them. Conclusion: This study confirms the need to review teaching methods, especially the use of active learning strategies and diagnostic assessments to eliminate persistent misunderstandings. The findings are useful for chemistry teachers and curriculum planners in designing targeted educational interventions | ||
| کلیدواژه‌ها [English] | ||
| Chemistry, Misunderstanding, Ionic and covalent compounds, Farzanegan schools, Early education | ||
| مراجع | ||
|
Asghari Lalami, N., Amani, V. (2021). Factors Influencing High School and University Students' Misconceptions about Chemical Bonding. Research in Chemistry Education, 3(2), 19-36. [Link] Azizi, A., ahmadi, F., zameranvari, J., rashedi, R. (2021). Effect of teaching physics whit a modeling approach on improving student's learning and eliminate misconception. Research in Teaching, 9(4), 272-254. [Link] Badrian, A. (2016). A study on the prospective science teacher's misconceptions about the nature of evaporation, evaporation rate, and vapor pressure, Quarterly Journal of Educational Innovations, 15(59), 125-146. [Link] Badrian, A., Shekarbaghani, A. S., Pureskandari, R. (2014). A Study of 5th grade primary school student's misconceptions about heat and temperature, Quarterly Journal of Educational Innovations, 12(48), 93. [Link] Badrian, A., Abdinejad, T., Naseriazar, A. (2011). A Cross-Age Study of Iranian Students’ Various Conceptions about the Particulate Nature of Matter. Journal of Turkish Science Education, 8(2), 49-63. [Link] Basheer, A., Kortam, N., Zahran, N., Hofestein, A., Hugerat, M. (2018). Misconceptions among middle school students regarding the conservation of mass during combustion. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3109-3122. https://doi.org/10.29333/ejmste/91664 Bigdeli, Z., Baji, F. (2009). Reading habits and library use among middle school students in Ahvaz city. In Collection of articles on school libraries: Dynamism of the educational system and participation in the teaching-learning process (pp. 429-444). Ketabdar. [Link] Davies, P. (2006). Threshold Concepts: How can we recognise them?. In overcoming barriers to student understanding (pp. 70-84). Routledge. [Link] Deleña, R., Marasigan, A. C. (2023). Understanding Students’ Misconceptions about Chemical Formula Writing and Naming Ionic Compounds. International Journal of Academic Studies in Technology and Education, 1(2), 156-173. https://doi.org/10.55549/ijaste.15 Esmaili, R. (2004). Examining the condition of books and school libraries and assessing the study interests of students in Isfahan province and providing optimal solutions. Farhang-e-Isfahan, (87), 29–79. [Link] Fadillah, A., Salirawati, D. (2018). Analysis of misconceptions of chemical bonding among tenth grade senior high school students using a two-tier test. In AIP Conference Proceedings (Vol. 2021, No. 1, p. 080002). AIP Publishing LLC. https://doi.org/10.1063/1.5062821 Gabel, D. (1999). Improving teaching and learning through chemistry education research: A look to the future. Journal of Chemical education, 76(4), 548-553. https://doi.org/10.1021/ed076p548 Goodman, A., Sianesi, B. (2005). Early education and children's outcomes: how long do the impacts last?. Fiscal Studies, 26(4), 513-548. https://doi.org/10.1111/j.1475-5890.2005.00022.x Jahanifar, M., Dehghani, F. (2023). An analysis of scientific modeling competencies in second-year high school students. Journal of Education and Learning Studies, 14(2), 105-125. 10.22099/jsli.2023.6941 Joki, J., Aksela, M. (2018). The challenges of learning and teaching chemical bonding at different school levels using electrostatic interactions instead of the octet rule as a teaching model. Chemistry Education Research and Practice, 19 (3), 932-953. https://doi.org/10.1039/c8rp00110c Habiddin, H. (2014). The 1st year chemistry undergraduate students' understanding in naming simple compounds. Proceeding of International Conference on Research, Implementation and Education of Mathematics and Sciences. 10.13140/RG.2.2.17579.23840 Ishimine, K. (2011). Quality in early childhood education and care: A case study of disadvantage. The Australian Educational Researcher, 38(3), 257-274. https://doi.org/10.1007/s13384-011-0028-6 Llewellyn, D. (2012). Teaching high school science through inquiry and argumentation. Corwin Press. [Link] Meyer, J. H., Land, R. (2006). Threshold concepts and troublesome knowledge: An introduction. In overcoming barriers to student understanding (pp. 3-18). Routledge. [Link] Meltafina, M., Wiji, W., Mulyani, S. (2019). Misconceptions and threshold concepts in chemical bonding. In Journal of Physics: Conference Series (Vol. 1157, No. 4, p. 042030). IOP Publishing.[Link] Nazari Kaji, N., Nazari Kaji, Z. (2015). The extent and reasons of primary school students' use of non-curricular books from the point of view of teachers and parents. Journal of Curriculum and Teaching Research, 1(6), 27-46. [Link] Perkins, D. (2008). Beyond understanding. In Threshold concepts within the disciplines (pp. 1- 19). Brill. [Link] Prodjosantoso, A. K., Hertina, A. M. (2019). The Misconception Diagnosis on Ionic and Covalent Bonds Concepts with Three Tier Diagnostic Test. International Journal of Instruction, 12(1), 1477-1488. [Link] Reyhani, H. (2023). Identifying the Teaching Challenges in Iran's Education. Educational and Scholastic studies, 11(4), 232-209. 20.1001.1.2423494.1401.11.4.9.7 Rashidi, B., Abedi, A., Nowrozi, Q. (2022). Presenting a model of enriching the curriculum of Iran's gifted schools: Data-based research. Iranian Curriculum Studies Journal, 17 (66), 259–288. Dor: 20.1001.1.17354986.1401.17.66.9.9 Shekar Baghi, A. (2013). Comparison of the misunderstandings of the third year high school students about the concepts of electricity with undergraduate and graduate students. Research in Curriculum Planning, 2 (10), 102-116. [Link] Samborey, S., Kinya S. (2019), Preliminary Finding on Teacher Trainees’ Misconceptions in Atom and Molecule, J-Stage, 43, 590-593. https://doi.org/10.14935/jssep.43.0_590 Schleper, N. (2018). Investigation of Bonding Representation and Quantum Chemistry Concepts through Multiple Levels of the Curriculum. Southern Illinois University at Edwardsville. [Link] Taber, K. (2002). Chemical misconceptions: prevention, diagnosis and cure (Vol. 1). Royal Society of Chemistry. [Link] Tsaparlis, G., Pappa, E. T., Byers, B. (2020). Proposed pedagogies for teaching and learning chemical bonding in secondary education. Chemistry Teacher International, 2(1), 20190002. https://doi.org/10.1515/cti-2019-0002 Vladušić, R., Bucat, R. B., Ožić, M. (2016). Understanding ionic bonding–a scan across the Croatian education system. Chemistry Education Research and Practice, 17(4), 685-699. https://doi.org/10.1039/c6rp00040a Sharifi, A. A., Zare, H., Hatami, J. (2016). The Impact of Computerized Cognitive Rehabilitation on Working Memory Performance in Patients with Traumatic Brain Injury. [Link] | ||
|
آمار تعداد مشاهده مقاله: 555 تعداد دریافت فایل اصل مقاله: 27 |
||