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

Download

index.pdf

Date

2017

Author

Tısoğlu, Seçil

Metadata

Show full item record

Item Usage Stats

334
views

213
downloads

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.

Subject Keywords

Chemistry, Science, Computer-assisted instruction., Intelligent tutoring systems., Web-based instruction., Teaching, Learning, Psychology of.

URI

http://etd.lib.metu.edu.tr/upload/12621673/index.pdf
https://hdl.handle.net/11511/26972

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

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 ...
The effect of computer-based interactive conceptual change texts on 11th grade students’ understanding of electrochemistry concepts and attitude toward chemistry Taşdelen, Uğur; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011) The purpose of the study was to investigate the effect of conceptual change oriented instruction accompanied by computer-based interactive conceptual change text (CBICCT) on 11th grade students understanding of electrochemistry and attitude toward chemistry. The study was conducted in an anatolian high school in Ankara with two science classes with 66 students in May 2009. A quasi experimental design was used. The classes was assigned to groups; one as control group and the other as experimental group. Whil...
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...
Revealing the development of interaction among components of pedagogical content knowledge in teaching chemical equilibrium Öztay, Elif Selcan; Ekiz-Kiran, Betul; Boz, Yezdan (2023-01-01) This study aimed to capture the development of interaction among the components of pre-service chemistry teachers’ enacted PCK throughout the school experience course. Data were collected from four pre-service teachers using content representation (CoRe), observations, field notes, and semi-structured interviews. Secondary analysis was conducted by re-analyzing the pre-existing data for the previous study (Ekiz-Kiran B., Boz Y. and Oztay E. S., (2021), Development of pre-service teachers’ pedagogical conten...
Evaluating learning management systems: Adoption of hexagonal e-learning assessment model in higher education Özkan Yıldırım, Sevgi; Baykal, Nazife (2009-05-29) Purpose – The purpose of this paper is to demonstrate the importance of undertaking a systemic view of learning management systems (LMSs) evaluation addressing the conceptualization and measurement of e-learning systems success in higher education. Design/methodology/approach – The paper adopts a quantitative case perspective and derives a conceptual model for e-learning assessment (Hexagonal e-learning assessment model – HELAM). The model is empirically tested for validity and reliability in the university...

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.