The effects of constructivist instructional method on students conceptual change, achievement, attitude and perceptions in the analitical chemistry laboratory

The purpose of this study was to explore the effect of a constructivist instructional method which is characterized by guided inquiry, concept integration, guidance to promote and facilitate conceptual change and social interaction compared to conventional verification method on conceptual achievement, laboratory achievement and attitude toward science, chemistry and laboratory and perceptions of the processes and ways of learning of science. In addition another purpose of this study was to determine which instructional method could be utilized to maximize achievement, facilitate conceptual change, promote positive attitude and encourage constructivist thinking among students. The samples of this study, where pretest-posttest control group design was employed, consisted the students taking Analytical Chemistry Laboratory-H in GaziVI University Faculty of Education. They were randomly divided into two groups and the instructional method was randomly assigned to them. Each of the groups consisted of 19 student with a total number of 38 students. The pretests were applied to the both groups prior to the treatment and the experimental group was instructed with constructivist instructional, and the control group was instructed with conventional verification method. The constructivist method contained of five activities characterized by conceptual integration, guided inquiry, guidance for conceptual change and social interaction while the verification method consisted of five conventional activities. At the end of the study posttest were applied to both of the groups. Pre and posttests were Laboratory Test, Concept Test and Attitude and Perception Survey. In addition all these Logical Thinking Test and Chemistry Knowledge Test were applied to all subject prior to treatment for assessing the students' levels of cognitive development and pre-chemistry knowledge. Furthermore Laboratory Survey applied to both groups mid and at the end of the treatments to monitor them. The data obtained from this study were assessed by using computer SPSS (Statistical Package For Social Science) program. ANCOVA (Analysis of Covariance) analysis and t-test were also utilized for assessing the hypothesis. Furthermore the results of Laboratory Survey and Perception Survey were inferred by Chi-square (Crosstabs) analysis. The meaningful level of the results was accepted 0.05. The results of statistical analysis indicated that constructivist instructional method meaningfully contributed on students' concept change, achievement and perceptions of the processes and ways of learning of science but it wasn't meaningfully contributed students' attitudes toward science, chemistry and laboratory.