Abstract
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.
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