The traditional and the computer-assisted teaching methods for teaching a fundamental topic within chemistry education, acids and bases, were compared and the influences of the three dimensional spatial visualization abilities, computational attitudes and learning styles of the students on their acquisition of knowledge were investigated. The students were randomly distributed into control and experimental groups and their knowledge about acids and bases was assessed by a test comprising twenty questions. After this test, the experimental group received computer-assisted teaching and the control group was taught by traditional teaching methods for two days on the related subject. After two days of teaching, the students were tested again with the same twenty questions. Parallel to this, the three-dimensional spatial visualization abilities, computational attitudes and learning styles of the students from both groups were assessed. The three dimensional spatial visualization abilities, computational attitudes and learning styles of the students were not found to influence their test scores. However, a 52% improvement was observed in the post-instruction test results of the students of the experimental group whereas the control group only improved by 31%. The independent two-sample t-test was applied for the evaluation of the results of the study and there was a significant difference favoring the experimental group. [Chem. Educ. Res. Pract., 2005, 6 (1), 52-63]


It is possible to acquire information through using computers and the Internet in science, especially by chemistry classes of primary, secondary and higher education. The teaching tools prepared by institutions specializing in such applications could also be used in virtual media. By using such teaching tools, students could learn the subject matter in a better way, as they are provided with a variety of knowledge, and a medium where they can observe the virtual experiments and repeat the same experiments many times if they request. As a result, it is expected that computer-assisted applications affect the students achievement. One of the common teaching methods that chemistry teachers prefer today is the lecture method. In this the teacher transmits knowledge to the students who sit passively in the classroom and listen. Another common method is the question-and-answer approach, which was developed in order to avoid the boredom caused by lectures and to provide a more efficient learning environment. On the other hand, case studies allow the students to face the problems that occur in real life. They help to fill the gap between theory and practice through putting the previously learnt concepts and principles into use. The best part of this method is that it enables the students to apply what they have learnt to what they are living through (Snmez, 1986).

A useful part of instruction in chemistry is the performing of experiments. This can be done by demonstrations when the teacher actively carries out the experiments in front of the class or demonstrates some materials (Bayramlı, 2000) or by the students who learn about a subject by carrying out experiments in the laboratory or classroom, in which case, the role of the teacher is to guide and help them where necessary.


The aim of this study is to integrate CAI into chemistry subject, for proper teaching of acid, base and salt as a concept in chemistry.


·        It will increase confident in student in terms of practical concepts

·        It will eliminate inadequate lab equipment issues

·        Enables more understanding of acid, base and salt concept in chemistry

·        Exposed students in the use of computer in their tender age