An active learning application based on constructivism for the subject of ?acid and bases? in high school chemistry lesson

In this present thesis, it was aimed to investigate the effectiveness of active learning material based on constructivism related to the Unit of ?Acid and Bases?, in the curriculum of high school chemistry lesson, on 10th grade students? learning achievements, remedying formation of misconceptions, attitudes towards chemistry and also the improvement of students? beliefs about active learning. At the first step of the study; ?Acid and Bases Achievement Test?, which had validity and reliability, was administrated 11th grade students who had been taught ?Acid and Bases?, to determine students? misconceptions and learning difficulties. At the second stage of the study, active learning material based on constructivism was developed by considering students? misconceptions and learning difficulties, which had been determined in the literature review and in the context of the research, and then the material piloted for the reliability. The active learning material was applied on 10th grade students attending in İzmir Buca High School. Prior to the treatment, pre-test was applied to determine students? understandings related to the basic concepts and subjects to learn the Unit of ?Acid and Bases?, and then students? misconceptions and lack of knowledge were remedied with preparatory lesson and also individual studies. Students from two classes were stratified randomly to experimental and control group. The instruction of the Unit of ?Acid and Bases? was accomplished with active learning material in experimental group and with teacher-centred traditional approach in the control group. Both the groups were taught by the same component chemistry teacher during the twenty teaching periods in four weeks.The results of the ?Acid and Bases Achievement Test? ( BL-D=80.76; BL-K=47.83) and ?Attitudes towards Chemistry scale? ( BL-D=88.57; BL-K=71.13), which were administrated to both groups after the instructions, showed that experimental group students had significantly higher scores than those in the control group. The results were also indicated that instruction with active learning material was very effective on remedying formation of misconceptions, development of learning achievement and positive attitudes toward chemistry. The results of the ?Active Learning Assessment Scale?, which applied on experimental group students after the 1.,2. and 3. weeks, showed that students? positive beliefs about active learning were improved during the process (F=79.81, p<0.05). Results indicated that most of the students thought that active learning provided them to improve their motivations to study, chemistry achievements and relationships between friends, and they also became more self-confidence. According to the semi-structured interviews with teachers, it was determined that active learning improved students? achievements, motivations and interest to chemistry lesson and also research. Teacher indicated that curriculum should be reorganised, infrastructure problems should be eliminated and students, teachers, school management and also students? parents should be instructed about active learning.