Abstract:

The purpose of this study is to compare the efficiency of conceptual change text and analogy on the determination and remediation of eight grade students ‘alternative concepts of within ‘acids- bases’ topic in ‘particulate structure of matter’ unit. This is a quasi-experimental research and pilot application was implemented with 50 students (25 students as analogy group, 25 students as conceptual change text (CCT) group) in 2014-2015 academic years. Groups were random determined. Courses were conducted by researcher in one of the groups teaching with analogy, in other group teaching with CCT. Acid-Base Concept Test (ABCT) comprising of two-tiered multiple choice items was used to collect data which Demirci used in her study in 2011. ABCT was applied to the both of groups as pre- and post- tests. The results were analyzed using SPSS 17.0 package program. The arithmetic mean of analogy group marks was; X =36,91 /25, the CCT group’s arithmetic mean was; X= 31,96 /25 before application. Independent t- test were applied on ABCT pretest points and there had been statistically no difference between analogy and CCT groups in terms of pretest points  before the instruction .( t (48) =1,453 :p>0,05)  After two week the instruction, ABCT was applied to the both analogy and CCT group as posttests. It was observed that there was a significant difference in both of groups after the instruction.(t(48)= 5,834 : p<0,05 ) When the data which were obtained from the post-test after application are evaluated, the arithmetic mean of the analogy group (X=60,92/25) increased approximately 24 points, and the arithmetic mean of the CCT group (X=50,16/25) increased approximately 18,2 points. In conclusion, analogies and conceptual change texts have a great effect on students’ conceptual change about alternative concepts in acids bases topic, that the analogies were more effective than the conceptual change texts.

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