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http://dx.doi.org/10.5012/jkcs.2017.61.3.112

The Effect of Explanation in Conjunction with Gravity and Density on Students' Alternative Conceptions for Floating and Sinking Phenomena  

Kim, Sung-Ki (Naju High School)
Kim, Suk-Won (Bongeui High School)
Paik, Seoung-Hey (Department of Chemistry Education, Korea National University of Education)
Publication Information
Journal of the Korean Chemical Society / v.61, no.3, 2017 , pp. 112-121 More about this Journal
Abstract
The purpose of the study was to investigate the effect of explanation in conjunction with gravity and density on students' alternative conceptions for floating and sinking phenomena. The subjects were 140 students of 11th grade in 4 classes of a high school located in Gangwon Province. We divided them in two groups; comparison and experiment. The students of experiment group learned explanation in confection with gravity and density. The students of comparison group learned explanation of pressure as represented in physics textbook. ANCOVAs (analysis of covariance) were conducted using the pretest as a covariance. In items related to characters of matter, 2 items are not significant and only 1 item has significant small effect size (Hedges' g=0.327). In the change of alternative conceptions, there is no meaningful gap between two group. However, in items related to relative weights between object and water, the all items have significant effect sizes (0.286~0.502). In addition, frequency of experiment group's alternative conceptions related to pressure decreases considerably, but comparison group does not. Therefore, the explanation in conjunction with gravity and density suggested in this study can decrease students' alternative conceptions related to floating and sinking phenomena and increase scientific conceptions.
Keywords
Floating and sinking phenomena; Gravity; Density; Pressure; Alternative conception;
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