| Abstract: | This study investigated the effectiveness of conceptual change texts in remediating high school students’ alternative conceptions
concerning chemical equilibrium. A quasi-experimental design was used in this study. The subjects for this study consisted
of a total 78 tenth-grade students, 38 of them in the experimental group and 40 of them in the control group. A questionnaire,
the Alternative Conceptions about Chemical Equilibrium Test (ACCET), was developed and administered to students as a pretest
and posttest. While the experimental group received a conceptual change text instruction, the control group received a traditional
style instruction. The results of the study indicated that the students in the experimental group showed significantly greater
levels of achievement than the students in the control group. Moreover, in both groups the percentages of students’ alternative
conceptions decreased in the however the experimental group did better than the control group. |
