A Comparison of the effects of traditional methods and CAI in teaching chemical equilibrium at secondary school

A Comparison of the Effects of Traditional Methods and CAI in Teaching Chemical Equilibrium at Secondary School There are many abstract concepts in chemistry. Because of their abstract nature, they are difficult for pupils to be understood. Therefore, misconceptions and alternative frameworks occur in chemistry. One of the best approaches to overcome obstacles is to benefit from the information technology. The aim of this study is to examine the effect of CAI on pupils' achivement, concept learning and their attitudes towards chemistry. Quasi experimental research methodology with a control group was used in this study. The study was carried out with 59 pupils. The pupils were divided into three groups: one control group (N: 17) and two treatment groups (Ni: 20 and N2: 22). While the chemical equilibrium unit was taught with CAI in treatment groups, the control group went on its traditional instruction, simultaneously. "Chemical Equilibrium Concept Test" (CECT) and "Attitude Scale Towards Chemistry" (ASTC) were developed and implemented as pre and post tests to designate the beginning level of pupils and their improvements after the treatment. When groups were compared with F test, at the pre test no significant difference was found among the groups (p<0.05) as regards both CECT and ASTC. However, post test results showed that there is significant difference among pupils (p<0,05) in favor of treatment groups. Regardless of the fact that treatment groups are more successful, they showed some specific misconception, as well. To remove these misconceptions, the software used should be improved or some new software should be developed. Key Words: Chemistry Education, Chemical Equilibrium, Computer Aided Chemistry Instruction, Concept Teaching. VII