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Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry
Date
2011-02-01
Author
ÇAM, AYLİN
Geban, Ömer
Metadata
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students' epistemological beliefs and attitudes toward chemistry.
Subject Keywords
General Engineering
,
Education
URI
https://hdl.handle.net/11511/36594
Journal
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
DOI
https://doi.org/10.1007/s10956-010-9231-x
Collections
Department of Mathematics and Science Education, Article
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BibTeX
A. ÇAM and Ö. Geban, “Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry,”
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
, vol. 20, no. 1, pp. 26–32, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36594.