Conceptual change texts and pre-service chemistry teachers conceptual understanding of aliphatic hydrocarbon concepts

Abstract

Students at College level struggle with organic chemistry concepts. This problem starts from the very first course offered to them at the introductory level indicating the mysterious nature of concepts in it. This investigation explored college level pre-service chemistry teachers’ conceptual understanding in aliphatic hydrocarbon concepts through conceptual change instructional approach (CCIA). Conceptual change texts (CCTs)- based–instruction as one variety of conceptual change approaches was used during the intervention in the experimental group. Eighty-seven pre-service chemistry teachers (Mean Age = 20.01 yrs) in Arbaminch College of Teacher Education, Southern Nations, Nationalities and Peoples Regional State (SNNPRS), Ethiopia took part in the study in 2017 G.C. Two classes taking introductory organic chemistry I, were randomly assigned as experimental group and comparison group. The data collection instrument was Aliphatic Hydrocarbon Diagnostic test (AHDT). A non-equivalent pre-test-post-test control group design was used to investigate pre-service chemistry teachers’ conceptual understanding in aliphatic hydrocarbon concepts. Data were collected from pre-service teachers and analyzed using independent samples t-test and paired samples t-test. A pre-test established that CCIA group and conventional instructional approach (CIA) group were alike at the commencement. Analysis of students’ response showed that students in the CCIA group scored significantly higher than those in the CIA group in AHDAT after intervention. A significant or meaningful result was obtained in the experimental group confirming the preeminence of CCIA through the use of CCTs over CIA.