Determining the effect of cooperative learning and models on the conceptual understanding of the chemical reactions

Abstract

The aim of this study was to determine the effects of cooperative learning and models on the conceptual understanding of the chemical reactions. The sample of study was comprised of 71 preservice science teachers from the first grade of science teacher education program. Quasi- experimental method with pre-and post-test of quantitative research was used. This study was carried out at General Chemistry Laboratory I course and was applied to two experimental and one control group. At the first experimental group (CMG, n=25), cooperative learning and models were implemented together, and cooperative learning was implemented on the second group (COG, n=23). On the other hand, there was no intervention on the control group (CG, n=23), in which traditional laboratory model was used. To collect data, Chemical Reactions Concept Test (CRCT) was utilized. It was found that cooperative learning with models increased the conceptual understanding about chemical reactions in this study.