نوع مقاله : مقاله پژوهشی
نویسندگان
گروه آموزش شیمی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: This descriptive-analytical study was conducted with a longitudinal design to investigate the effect of early education on the occurrence of misconceptions among ninth-grade students in Farzanegan girls' schools in Tabriz and compare it with the understanding of the same students in tenth grade. For this purpose, the topic of naming ionic and molecular compounds was selected. Methods: The statistical population of this study was 37 ninth-grade female students in Farzanegan School in Tabriz who were selected as a sample using a convenience sampling method. In order to control confounding variables and ensure the matching of groups, the same students were used in two consecutive years. The measurement and data collection tool was a researcher-made questionnaire consisting of 7 four-choice and descriptive questions about the rules of naming ionic and molecular compounds, the validity of which was confirmed by several experts. The reliability of the questions was 0.84 using Cronbach's alpha coefficient in SPSS software, and The significance coefficient of the data in the independent T-test for total scores was 0.001 (p < 0.05). Findings: The research findings showed that there was a significant difference in the naming of chemical compounds between the understanding of students in the ninth and tenth grades. One of the influential factors was teaching lesson resources to ninth grade students ahead of schedule, which was visible in the form of educational misunderstandings in them. Conclusion: This study confirms the need to review teaching methods, especially the use of active learning strategies and diagnostic assessments to eliminate persistent misunderstandings. The findings are useful for chemistry teachers and curriculum planners in designing targeted educational interventions.
کلیدواژهها [English]
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