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Effect of case based learning on 10th grade students’ understanding of gas concepts, their attitude and motivation

Yalçınkaya, Eylem
The main purpose of the present study was to investigate the effect of case-based instruction based on conceptual change conditions to overcome 10th grade students’ misconceptions related to gas concepts. Moreover, the effect of this method on students’ attitudes toward chemistry and their perceived motivation was explored. The study was carried out during the 2008-2009 academic year at both a state high school and an Anatolian high school. A total of 128 tenth grade students were the participants of the study. One of the classes of the same chemistry teacher was randomly assigned as experimental group and one of them was control group in each school. Students in experimental groups were instructed by case-based learning based on conceptual change conditions while the control group students received traditionally designed chemistry instruction. Gas Concept Test, Attitude toward Chemistry and Motivated Strategies for Learning Questionnaire were administered to both groups of students as pretest and posttest to determine the students’ misconceptions and their understanding of gas concepts, their attitude toward chemistry and perceived motivation. Two two-way ANOVA based on gain scores were used to assess the effect of case-based learning on students’ understanding of gas concepts and attitudes toward chemistry. In addition, the effect of case-based learning on students’ perceived motivation was investigated by MANOVA based on gain scores. The results revealed that case-based learning was an effective method for overcoming students’ misconceptions about the gas concepts and promoting their attitudes and motivation towards chemistry in Anatolian high school.