Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Implementation of case-based instruction on electrochemistry at the 11th grade level
Date
2017-10-01
Author
Kondakçı, Esen
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
219
views
0
downloads
Cite This
This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools participated in this study. Two of the classes from each school were randomly assigned to be either the experimental or control group. The experimental group was instructed by case-based instruction while the control group was taught by traditionally designed instruction. The Electrochemistry Concept Test, Attitude toward Chemistry Scale, High School Chemistry Self-efficacy Scale, and Chemistry Motivation Questionnaire were applied as pre- and post-tests to students in both groups. Moreover, a feedback form was administered to students in the experimental group at the end of the study to get students' opinions about the case-based instruction. One-way Multivariate Analysis of Variance (MANOVA) revealed that case-based instruction was an effective method to improve students' understanding of electrochemistry concepts, attitude toward chemistry, and intrinsic motivation to learn chemistry. The qualitative data gathered from the feedback forms also supported the results of the inferential statistics. Students reported that chemistry lessons were more interesting and enjoyable via case-based instruction.
Subject Keywords
Self-Determination Theory
,
Intrinsic Motivation
,
Chemistry Curriculum
,
Student Motivation
,
Learning Science
,
Achievement
,
Mathematics
,
Psychology
,
Attitudes
,
Education
URI
https://hdl.handle.net/11511/42706
Journal
CHEMISTRY EDUCATION RESEARCH AND PRACTICE
DOI
https://doi.org/10.1039/c7rp00062f
Collections
Department of Mathematics and Science Education, Article
Suggestions
OpenMETU
Core
Implementation of case-based instruction on electrochemistry at 11th grade level
Tarkın, Ayşegül; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2014)
The main purpose of this study was to compare the effectiveness of case-based instruction over traditional instruction on eleventh grade high school students’ understanding of electrochemistry concepts. In addition, the effect of instruction on students’ attitudes toward chemistry, chemistry self-efficacy beliefs and motivation to learn chemistry were investigated. The study was carried out during 2010-2011 spring semester in three Anatolian high schools in Ankara, Turkey. A total of 113 (47 males and 66 fe...
Conceptual understanding of acids and bases concepts and motivation to learn chemistry
DİNDAR, AYLA ÇETİN; Geban, Ömer (2017-01-01)
The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the traditional teacher-centered instruction [TTCI]). Based on multivariate analysis of covariance results, the LCMI students outperformed the TTCI students in terms of conc...
Implementation of conceptual change oriented instruction using hands on activities on tenth grade students' understanding of gases concepts
İpek, İnciser; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2007)
The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction using hands-on activities and traditionally designed chemistry instruction on 10th grade students’ understanding of gases concept. Also, the effect of instruction on students’ attitude toward chemistry as a school subject was investigated. The sample of the study consisted of 59 tenth grade students from two chemistry classes in a public high school. This study was conducted during the 2006-2007 fall sem...
Implementation of self-regulatory instruction to promote students' achievement and learning strategies in the high school chemistry classroom
Kadioglu-Akbulut, Cansel; Kondakçı, Esen (2021-01-01)
The current study investigated the effectiveness of self-regulatory instruction developed based on guided inquiry on 11th grade students' use of learning strategies and achievement in chemistry, compared to traditionally designed chemistry instruction. Additionally, the self-regulatory processes in which students engaged and the development of these processes over the course of the study were examined. For this purpose, mixed-method design was employed. In total, 78 students participated in the study: 38 st...
Implementation of self-regulatory instruction based on guided inquiry approach to promote students’ achievement in solubility equilibrium and acids and bases, motivation, and learning strategies /
Kadıoğlu, Cansel; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2014)
The current study explored how the self-regulatory instruction (SRI) based on guided inquiry approach affect 11th grade students’ achievement in Solubility Equilibrium and Acids and Bases, motivation, and learning strategies compared to traditionally-designed chemistry instruction. In addition, the self-regulatory processes in which students engaged and the development of these processes over the course of the study were examined. Eleven dependent variables related to the three dimensions of SRL (motivation...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
E. Kondakçı, “Implementation of case-based instruction on electrochemistry at the 11th grade level,”
CHEMISTRY EDUCATION RESEARCH AND PRACTICE
, pp. 659–681, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42706.