Abstract
This study is carried out to investigate and analyze the effect of art integration in chemistry curriculum by concept-based cartoons integrated in the context based chemical concepts learning approach on class 9th students’ alternative concepts in chemical bonding. The study was conducted with 45 students of grade 9, within a non-equivalent pretest-posttest group design (NEGD). A chemical bonding concept test conducted to gather the data with 16 multiple choice question (MCQs), and to probe their conceptions, a clinical interview with 5 open ended questions was used. Interview questions and MCQs were based on the same alternative concepts. The study concluded with a positive effect of context-based approach on the remediation of chemical bonding alternative conception. Although concepts-based cartoons found powerful tools and most helpful in resolving alternative concepts in chemical bonding but the study suggest to use more than one intervention for the remediation of alternative conception in chemical education.
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