The Effect of Conceptual Conflict Based Instruction on Achievement and Bringing about Conceptual Change of Acid-Base Concepts of the Ninth Grade Students

Salem A. Alkhawaldeh, Mustafa H. Mustafa


The purpose of this study was to investigate the effect of the conceptual conflict method on achievement and bringing about conceptual change of acid-base concepts of the ninth grade students compared with the traditional method. The sample of the study consisted of 112 students in four classes. The classes were distributed randomly to form the experimental group (two classes) and the control group (two classes). While the experimental group received conceptual conflict based instruction, the control group was taught by traditionally designed chemistry instruction. All students were administered the acids and bases concept pre-test and post-test.
A pretest-posttest control group design utilizing analysis of covariance (ANCOVA) showed a statistically significant difference between the experimental and the control groups in the favor of the experimental group after treatment.
The results indicated that while the average percentage of students in the experimental group holding misconceptions has decreased from 63.2% to 10.1%, the percentage of misconceptions of the students in the control group has decreased from 63.9% to 23.5%.


Misconceptions, Conceptual change, Conceptual conflict, Chemical activities, Acids and bases

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