Effect of simulations enhanced with conceptual change texts on university students’ understanding of chemical equilibrium

Haluk Özmen, Akbar Naseriazar


The aim of this research was to investigate the effect of computer simulations enhanced with conceptual change texts (CS-CCT) on first year uni­versity students’ understanding of chemical equilibrium. A quasi-experimental design and one control group (CG, N = 60) as well as one experimental group (EG, N = 65) were used in the study. While students in CG were taught with traditional methods based on textbooks and blackboard, the EG studied the same unit with CS-CCT. The chemical equilibrium concept test (CECT) was administered as pre-test, post-test and delayed test to collect data. The results indicated that the students’ scores in the EG were significantly higher than those in the CG in both post-test and delayed test. It was concluded that CS-CCT may become a more effective way for students to picture in their minds chemical equilibrium and improve their alternative interpretations. Also, such a combination is useful for students to enhance their conceptual understanding.


chemistry education; conceptual change; chemical equilibrium; stu¬dents’ learning


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DOI: https://doi.org/10.2298/JSC161222065O

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