Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

Date

2011-02-01

Author

ÇAM, AYLİN
Geban, Ömer

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

236
views

0
downloads

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

Suggestions

OpenMETU
Core

Facilitating Conceptual Change in Gases Concepts Cetin, Pinar Seda; Kaya, Ebru; Geban, Ömer (Springer Science and Business Media LLC, 2009-04-01) The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally designed chemistry instruction (TDCI) on overcoming 10th grade students' misconceptions on gases concepts. In addition, the effect of gender difference on students' understanding of gases concepts was investigated. The subjects of this study consisted of 74 10th grade students from two chemistry classes. One of the classes was assigned as experimental group and the other group was as...
The effect of multiple intelligences based instruction on 9th graders chemistry achievement and attitudes toward science Bilgin (Köken), Elmas; Geban, Ömer; Department of Secondary Science and Mathematics Education (2006) The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’ understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was con...
The effect of conceptual change based instruction on students’ understanding of rate of reaction concepts Kaya, Ebru; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011) The purpose of this study was to investigate the effects of conceptual change based instruction accompanied by demonstrations (CCBIAD) and gender on 11th grade students’ understanding and achievement in rate of reaction concepts, and their attitudes toward chemistry as a school subject compared to traditionally designed chemistry instruction (TDCI). Sixty nine 11th grade students from two classes in a public high school in Ankara participated in this study in the Fall Semester of 2008-2009. These classes we...
The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-service Chemistry Teachers' Conceptual Understanding of Chemistry in the Laboratory Course Aydın, Sevgi; Aydemir, Nurdane; Boz, Yezdan; Cetin-Dindar, Ayla; BEKTAŞ, Oktay (Springer Science and Business Media LLC, 2009-12-01) The present study aimed to evaluate whether a chemistry laboratory course called "Laboratory Experiments in Science Education" based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers' conceptual understanding. Data were collected from five pre-service chemistry teachers at a university in Ankara by means of a concept test and semi-structured interviews. Results showed that pre-service teachers had some alternative conceptions about chemistry topics. Moreo...
Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Energy in Chemical Reactions Tastan, Oezgecan; Yalcinkaya, Eylem; Boz, Yezdan (Springer Science and Business Media LLC, 2008-10-01) The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through the use o...

Citation Formats

A. ÇAM and Ö. Geban, “Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry,” JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, pp. 26–32, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36594.