The effectiveness of active learning to reduce students’ misconceptions about solution chemistry
Abstract
This study aimed to investigate and compare the effect of POGIL and analogy methods in reducing students’ misconceptions about solution chemistry. The research method was quasi-experimental with a pretest and posttest design with the control group. The statistical population included all students in the field of primary education at Farhangian University and the sample size was 120 students who were randomly assigned to girls and boys groups and some concepts of chemistry (concepts related to chemical solution) were trained by POGIL and analogy methods. A screening test was used to select the sample and a researcher-made questionnaire was used to collect information. The validity of the questionnaires was obtained through content and face validity and the reliability of the questionnaires using Cronbach's alpha was 0.7 and 0.82, respectively. In this study, descriptive statistics including mean and standard deviation, and inferential statistics including Kruskal-Wallis and Yumann-Whitney tests were used to analyze the data. Findings showed that POGIL pedagogy and analogy teaching models with equal roles have a positive and significant effect on correcting students’ misconceptions of chemistry concepts. Also, there is no significant relationship between the effect of POGIL education and analogy among male and female students and no difference is observed between them. Due to the effectiveness of POGIL teaching and analogy teaching methods in correcting students' misconceptions, educators can use both methods in chemistry classes according to the subject and the characteristics of the audience.
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