Cooperative learning instruction for conceptual change in the concepts of chemical kinetics

2012-01-01
TAŞTAN KIRIK, ÖZGECAN
Boz, Yezdan
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
191
views
0
downloads
Learning is a social event and so the students need learning environments that enable them to work with their peers so that they can learn through their interactions. This study discusses the effectiveness of cooperative learning compared to traditional instruction in terms of students' motivation and understanding of chemical kinetics in a high school chemistry course. Participants were 110 eleventh grade students from two different schools. The researchers administered the Reaction Rate Concept Test to measure the students' understanding of chemical kinetics, the Science Process Skill Test to decide whether the groups were different in terms of their science process skills before instruction, and the Motivated Strategies for Learning Questionnaire to assess students' motivation for a chemistry course. Results of the experiment showed that compared to traditional instruction, cooperative learning enabled better understanding of the concepts of chemical kinetics and improved students' motivation to study chemistry for both schools.
High-school-students, Cognitıve conflıct, Secondary-school, Science, Classroom, Motivation, Achievement, Chemistry, Knowledge, Misconceptıons
https://hdl.handle.net/11511/37164
CHEMISTRY EDUCATION RESEARCH AND PRACTICE
Department of Mathematics and Science Education, Article

Suggestions

Seize the Moment: Turning Local Contingencies into LearningOpportunities
Balıkçı, Gözde; Seferoğlu, Gölge (2019-04-10)
Facilitating learning opportunities for learners is a complex task for teachers involving careful decision making skills in the natural flow of the classroom interaction. For pre-service language teachers in their first contact with learners in practice teaching, this task can be even more challenging. While studies on successful language teachers who open up learning opportunities for their learners in classroom interaction might be found in the literature, studies on missed learning opportunities are not ...
Exploring gifted students' science homework self-regulation skills.
Berber, Nurda; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2019)
Education of gifted students is very crucial because these children have different properties from their peers, such as cognitive abilities, talents, and learning strategies. Thus, they need special education with a unique curriculum. Out of schoolwork which is homework should also be differentiated for gifted students. The present study explored gifted students‘ homework self-regulation skills and the effects of gender, grade level, and parents‘ education level on gifted students‘ homework self-regulation ...
Change in teacher candidates' metaphorical images about classroom management in a social constructivist learning environment
Akar, Hanife; YILDIRIM, ALİ (2009-01-01)
The purpose of this study was to understand the conceptual change teacher candidates went through in a constructivist learning environment in a classroom management course. Within a qualitative case study design, teacher candidates' metaphorical images about classroom management were obtained through document analysis before and after they were subjected to a constructivist learning environment. Prior to the implementation, the images depicted a 'controlling' or 'leading' type of classroom management approa...
Utilization of learning objects in social studies lesson : achievement, attitude and engagement
Gürer, Melih Derya; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2013)
This study aimed to compare 6th grade students who used learning objects and did not use learning objects in their social studies lessons in terms of their academic achievement, attitudes toward the lesson and engagement in the lesson. Further it investigated the teachers’ and students opinions about using learning objects in the instructional process. To achieve the aforementioned aims, both qualitative and quantitative methods were used to collect data throughout the spring semester of 2011-2012 academic ...
Social argumentation in online synchronous communication
Alagoz, Esra (Springer Science and Business Media LLC, 2013-12-01)
The ability to argue well is a valuable skill for students in both formal and informal learning environments. While many studies have explored the argumentative practices in formal environments and some researchers have developed tools to enhance the argumentative skills, the social argumentation that is occurring in informal spaces has yet to be broadly investigated. The challenges associated with observing and capturing the interactions in authentic settings can be identified as the main reasons for this ...
Citation Formats
Ö. TAŞTAN KIRIK and Y. Boz, “Cooperative learning instruction for conceptual change in the concepts of chemical kinetics,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, pp. 221–236, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/37164.
METU IIS - Integrated Information Service open@metu.edu.tr