The effect of case-based instruction on 10th grade students' understanding of gas concepts

Date

2015-01-01

Author

Yalcinkaya, Eylem
Boz, Yezdan

Metadata

Show full item record

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

Item Usage Stats

266
views

0
downloads

The main purpose of the present study was to investigate the effect of case-based instruction on remedying 10th grade students' alternative conceptions related to gas concepts. 128 tenth grade students from two high schools participated in this study. In each school, one of the classes was randomly assigned as the experimental group and the other class, instructed by the same chemistry teacher, was assigned as the control group. The students in the experimental groups were instructed by case-based instruction based on conceptual change conditions while the control group students received traditionally designed chemistry instruction. As pre-tests, the science process skills test, the attitude and motivation towards chemistry and the gas concept test were applied to both groups of students. As a post-test, the gas concept test was administered to both groups of students to determine their alternative conceptions and understanding of gas concepts. One-way ANOVA was used to assess the effect of case-based instruction on students' understanding of gas concepts. The results revealed that case-based instruction was an effective method for overcoming students' alternative conceptions about the gas concepts.

Subject Keywords

Education, Chemistry (miscellaneous)

URI

https://hdl.handle.net/11511/41310

Journal

CHEMISTRY EDUCATION RESEARCH AND PRACTICE

DOI

https://doi.org/10.1039/c4rp00156g

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Interactions between the science teaching orientations and components of pedagogical content knowledge of in-service chemistry teachers Ekiz Kıran, Betül; Boz, Yezdan (Royal Society of Chemistry (RSC), 2020-01-16) The purpose of this study was to examine the interactions between in-service chemistry teachers' science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the participants taught the mixtures unit. The results indicated that the participants held solid foundation purposes, in which students use science to be successful in the...
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 effect of peer-led team learning on undergraduate engineering students' conceptual understanding, state anxiety, and social anxiety Eren Şişman, Nuran Ece; Cigdemoglu, C.; Geban, Ömer (Royal Society of Chemistry (RSC), 2018-07-01) This study aims to compare the effectiveness of a Peer-Led Team Learning (PLTL) model with that of traditional college instruction (TCI) in enhancing the conceptual understanding and reducing both the state anxiety and social anxiety of undergraduate engineering students in a general chemistry course in a quasi-experimental design. 128 engineering students taking the course participated in the study. One of the course sections was randomly assigned to the experimental group and the other section was assigne...
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...
Effect of practicum courses on pre-service teachers' beliefs towards chemistry teaching: a year-long case study Boz, Yezdan; Öztay, Elif Selcan (Royal Society of Chemistry (RSC), 2019-07-01) In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers' beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants' beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflec...

Citation Formats

E. Yalcinkaya and Y. Boz, “The effect of case-based instruction on 10th grade students’ understanding of gas concepts,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, pp. 104–120, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41310.