Effectiveness of analogy technique on students’ achievement in general chemistry laboratory

Abstract

The aim of this study is to investigate the effectiveness of analogy technique on students’ achievement for effect of concentration and temperature on reaction speed. Quasi-experimental research design was used. This study was carried out in academic year of 2008–2009 at Faculty of Education, Giresun University, Turkey. The sample consisted of 116 first year Prospective Science Teachers. Experimental group (EG) was taught by using the analogy based laboratory approach while the control group (CG) was taught by using traditional laboratory approach. Study showed that EG students had better scores on CAT. Therefore, by the analogies students can see causal connections on familiar domain so that they can make causal explanations about novel situation.