1 Giray
Topal, 1 Behçet Oral, 2
*Mustafa
Özden
1Chemical Education Department, Dicle
University, Diyarbakir
– Turkey
2 Department of Science Education, Adiyaman
University, Adiyaman – Turkey
* Corresponding
author: mozden@hotmail.com
Abstract: Aromaticity
concept is given incorrect or incomplete to the student in secondary education
and knowledge based on this basic concept has been caused to another
misconception in future. How are the achievement levels relating to the
comprehension of various characteristics of aromatic compounds for the first
and third grade students attending Department of Chemistry in Faculty of
Sciences and Arts, and Faculty of Education in Dicle University and eleventh
(last) grade secondary students? Sample of this study consists of 140 students
from Department of Chemistry in Faculty of Sciences and Arts, and Faculty of
Education in Dicle University and 65 students randomly selected from
secondary school students in Diyarbakır
city center. Data were collected from the achievement test developed for
aromaticity concept and features. According to the findings of this study, the
average achievement scores difference between the students’ relating to cyclic
properties, planer structure, conjugated double bond, the reactions of aromatic
compounds and aromatic compounds obeying Huckel’s Rule has been found
significant. It has been seen that the Aromaticity concept was given in a less
amount in secondary school chemistry instruction program or even insufficient
and misconceived form in some chemistry books by reviewing the last grade of
secondary school chemistry text books. The findings of this study showed that
the students have had misconceptions about this subject. So, the secondary
school instruction program could be reviewed and given place about aromaticity
concept on a large scale.
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