Akademik Veri Yönetim Sistemi
Journal of Chemical Education, cilt.102, sa.6, ss.2268-2282, 2025 (SCI-Expanded, Scopus)
The purpose of this study is to facilitate meaningful learning and prevent misconceptions about the law of conservation of mass in chemical reactions among gifted students using a designed experiment. The study involved 164 gifted secondary school students, divided into test and control groups through matched random sampling based on gender and grade levels. The control group learned about the law of conservation of mass through presentation, discussion, and question-answer methods, while the test group participated in a designed experiment without lectures. After the experiment, students discussed the results and were informed about the law of conservation of mass. A week later, the Experimental Design Form was administered to both groups, followed by the Conservation of Mass Question Form after an additional 3 weeks. The results showed that control group students retained misconceptions about the law of conservation of mass, indicating a failure to achieve meaningful learning. Conversely, the test group students developed no misconceptions, demonstrating successful meaningful learning. These findings suggest that the designed experiment was effective in preventing misconceptions and promoting meaningful learning about the law of conservation of mass among students.