Exploring the use of open educational resources in chemistry laboratory course context: a case study

Tısoğlu, Seçil
The first purpose of this study is to provide a detailed perspective for the use and integration of Open Educational Resources (OER) into chemistry laboratory courses through the students’, faculty members’ and teaching assistants’ perspective. Specifically, the factors affected the use and integration of OERs into general laboratory course context through systemic perspective was explained in detailed. The second purpose of this study is to present the impact of these resources on users’ perceived performances. The OERs, which were prepared for General Chemistry Laboratory course, are provided in video and virtual formats as an optional choice for the use through the laboratory course in METU OpenCourseWare (OCW) website. Through the purposes of this study, case study method was followed in line with the system theory as a theoretical perspective. The participants of this study were freshmen students who took General Chemistry course, and the faculty members and teaching assistants that were responsible for this course. The data was conducted through two semesters within different qualitative (from two responsible departments (Metallurgical and Materials Engineering & Mining Engineering) and quantitative (from the departments that are responsible for 111/112 course) data collection methods. The results of the study showed that personal, course (system) related, resources related and policy issues had major roles on the use and integration of the OERs into the formal education context. In addition, the creation of the OERs did not provide a path for the use of the resources, rather the system components, policy practices and users’ behaviors, expectations and motives should be considered to provide sustainable usage and integration of the resources. In line with these inferences, when the OERs were used, the effects on the users’ perceived performances displayed more satisfactory results on their affective and psychomotor experiences.


Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics
Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013)
The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
The Effect of metacognitive instructional method on eleventh grade students’ metacognitive skill and mathematical procedural and conceptual knowledge
Abdul Aziz, Tian; Bulut, Safure; Department of Secondary Science and Mathematics Education (2016)
The purpose of the study was to investigate the effect of metacognitive instructional method, compared to traditional instruction on eleventh grade science student’s mathematical procedural and conceptual knowledge, and metacognitive skills. Sixty-six eleventh-grade students in a school in Bandung City, Indonesia took part in this study. Matching-only pre-test-post-test control group design was conducted. The classes were randomly assigned to experimental and control group. In the experimental group metacog...
Science teachers’ theory and pedagogy of argumentation in science education: design, implementation, and evaluation of a graduate course through educational design research
Özdem Yılmaz, Yasemin; Çakıroğlu, Jale; Ertepınar, Hamide; Department of Elementary Education (2014)
The current study is an educational design research on the design, implementation and evaluation of a graduate course that is aimed at improving science teachers’ theory and pedagogy of argumentation in science education. It was aimed to describe the educational design process of a graduate course with a reflexive approach. In addition to the design process, the science teachers’ instructional practices in argumentation based lessons were explored in the study. The participants were 1 elementary school scie...
Supporting students’ scientific argumentation in technology-enhanced learning environments : distribution of scaffolds
Üstünel, Hale Havva; Tokel, Saniye Tuğba; Department of Computer Education and Instructional Technology (2013)
Over the twenty years, researchers and practitioners have developed technology tools and designed technology-enhanced learning environments to support and teach argumentation. Relevantly, Kim et al. (2007) presented a pedagogical framework to provide a valid technology-enhanced learning environment. The purpose of this design-based study was to investigate micro context dimension of this framework and to analyze the interactions between student-tool, teacher-student, and teacher-tool. In this respect, in or...
Designing a magic flask: a new activity for teaching nature of science in both formal and informal learning environments
Eren-Sisman, Ece N.; KÖSEOĞLU, FİTNAT (2019-12-17)
The magic flask, which is a kind of black box activity, builds an environment for science teachers to discuss nature of science in a formal or/and informal learning environment in the context of the history of science through an explicit-reflective approach. In the activity, the nature of science (NOS) aspects are explicitly addressed and opportunities are provided for high school students to reflect on how these ideas relate to the working principle of the magic flask. This activity could be conducted not ...
Citation Formats
S. Tısoğlu, “Exploring the use of open educational resources in chemistry laboratory course context: a case study,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.