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
Context-Based Lessons with 5E Model to Promote Conceptual Understanding of Chemical Reactions and Energy Concepts
Date
2015-01-01
Author
Cigdemoglu, Ceyhan
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
282
views
0
downloads
Cite This
This study explores whether the context-based approach with 5E model (CBA-5E) can lead to better understanding of chemical reactions and energy concepts when compared to conventional instruction (CI). Additionally, the study delves into the effect of treatment with regards to gender. Eleventh grade science-major classes with 175 students from two public high schools were enrolled. The experimental groups were treated with CBA-5E, the control groups as CI, the treatments were randomly assigned to the groups. The chemical reactions and energy concepts test, including the common alternative conceptions, was administered as pre- and post-test. The chemical reactions and energy achievement test, including conceptual and algorithmic problems, was administered as a post-test to the groups. Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of the data, and the results revealed that CBA-5E was superior to CI on the students' conceptual understanding regarding these concepts regardless of gender difference.
Subject Keywords
Chemical reactions and energy
,
Conceptual understanding
,
Context-based lessons
,
Gender
,
5E model
URI
https://hdl.handle.net/11511/53363
Journal
JOURNAL OF BALTIC SCIENCE EDUCATION
Collections
Department of Mathematics and Science Education, Article
Suggestions
OpenMETU
Core
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...
Relational Understanding of the Derivative Concept through Mathematical Modeling: A Case Study
Sahin, Zulal; Yenmez, Arzu Aydogan; Erbaş, Ayhan Kürşat (2015-02-01)
The purpose of this study was to investigate three second-year graduate students' awareness and understanding of the relationships among the "big ideas" that underlie the concept of derivative through modeling tasks and Skemp's distinction between relational and instrumental understanding. The modeling tasks consisting of warm-up, model-eliciting, and model-exploration activities were used to stimulate participants to reflect and construct ideas about the concept of change. The data indicated that the parti...
Promoting Conceptual Change in Chemical Reactions and Energy Concepts through the Conceptual Change Oriented Instruction
Ceylan, Eren; Geban, Ömer (2010-07-01)
This study was designed to investigate the effectiveness of the conceptual change oriented instruction through demonstration over traditionally designed chemistry instruction on 10th grade students' understanding of chemical reactions and energy concepts and their attitudes towards chemistry as a school subject. One of the groups was defined as control group in which students were taught by traditionally designed chemistry instruction (TDCI), while the other group defined as experimental group in which stud...
Biomechanical effects of rapid maxillary expansion on the craniofacial skeleton, studied by the finite element method
Iseri, H; Tekkaya, AE; Oztan, O; Bilgic, S (Oxford University Press (OUP), 1998-08-01)
The aim of this study was to evaluate the biomechanical effect of rapid maxillary expansion (RME) on the craniofacial complex by using a three-dimensional finite element model (FEM) of the craniofacial skeleton. The construction of the three-dimensional FEM was based on computer tomography (CT) scans of the skull of a 12-year-old male subject. The CT pictures were digitized and converted to the finite element model by means of a procedure developed for the present study. The final mesh consisted of 2270 thi...
Design methods for planar and spatial deployable structures
Kiper, Gökhan; Söylemez, Eres; Department of Mechanical Engineering (2011)
This thesis study addresses the problem of overconstraint via introduction of conformal polyhedral linkages comprising revolute joints only and investigation of special geometric properties for the mobility of such overconstrained linkages. These linkages are of particular interest as deployable structures. First, planar case is issued and conditions for assembling irregular conformal polygonal linkages composed of regular and angulated scissor elements are derived. These planar assemblies are implemented i...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
C. Cigdemoglu and Ö. Geban, “Context-Based Lessons with 5E Model to Promote Conceptual Understanding of Chemical Reactions and Energy Concepts,”
JOURNAL OF BALTIC SCIENCE EDUCATION
, pp. 435–447, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53363.