Journal of Science Education and Technology

, Volume 19, Issue 5, pp 422–433 | Cite as

The Effect of Conceptual Change Pedagogy on Students’ Conceptions of Rate of Reaction

  • Muammer Çalik
  • Ali Kolomuç
  • Zafer Karagölge


This paper reports on an investigation of the effect of conceptual change pedagogy on students’ conceptions of ‘rate of reaction’ concepts. The study used a pre-test/post-test non-equivalent comparison group design approach and the sample consisted of 72 Turkish grade-11 students (aged 16–18 years) selected from two intact classrooms. The ‘Rate of Reaction’ Concept Test comprising 9 lead and 10 sub-questions (total 19 items) was employed. The results suggest that the teaching intervention helped the students to overcome their alternative conceptions and to store their newly structured knowledge in their long-term memories. It is suggested that combining different conceptual change methods such conceptual change text/refutation text, argumentation with the intervention used here may be more effective in reducing student alternative conceptions.


Reaction rate Computer animations Student guide sheet Conceptual change 



We would like to thank to Associate Professor Richard K. Coll from the University of Waikato in Hamilton, New Zealand and to Assistant Professor Lan Li from Bowling Green State University, USA for their kind help in polishing the paper’s English.


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Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  • Muammer Çalik
    • 1
  • Ali Kolomuç
    • 2
  • Zafer Karagölge
    • 3
  1. 1.Fatih Faculty of Education, Department of Primary Teacher EducationKaradeniz Technical UniversityTrabzonTurkey
  2. 2.Affan Kitapçıoğlu High SchoolTrabzonTurkey
  3. 3.Kazım Karabekir Faculty of Education, Department of Secondary Science and Mathematics EducationAtatürk UniversityErzurumTurkey

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