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) and 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 conceptualize chemical equilibrium and remediating their alternative conceptions. And also, such a combination is useful for students to improve their conceptual understanding.


chemistry education, conceptual change, chemical equilibrium, students’ learning

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DOI: http://dx.doi.org/10.2298/JSC161222065O


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