Türk Eğitim Bilimleri Dergisi, vol.1, no.1, pp.61-79, 2003 (Peer-Reviewed Journal)
The aim of this study was to reveal misconceptions hled by Lyceum III students about chemical bonding concepts and was to compare the effects of constructivist approach and traditional instruction on the sududents’ understanding of this topic. One of 11F1 and 11F2 classes in Ankara-Yenimahalle Halide Edip Lyceum was chosen as control goup and the other class as experimental group. The topic of chemical bonding was taught with traditional instruction in the control group and with constructivist approach in the experimental group. Chemical Bonding Pre-knowledge Test, Logical Thinking Ability Test, Scientific Process Skill Test and Chemical Bonding Concept Test (CBCT) were given to students as pre-test before application, only CBCT was given as post-test after application. In addition, after application interviews were made with selected 13 students and determined their deep ideas related to chemical bonding. The results of CBCT and interwiews were evaluated according to related literature. The effect of the teaching approaches and other variables on the students’ CBCT post-test scores were determined.