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Year 2013, Volume: 44 Issue: 44, 97 - 108, 01.06.2013

Aylin Çam Ömer Geban

Abstract

This study was conducted to investigate the effectiveness of learning activities based on case-based learning over traditionally designed chemistry instruction on eleventh grade students’ understanding of solubility equilibrium. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same chemistry teacher. Each teaching method was randomly assigned as control and experimental group. The experimental group received case-based learning, in which real life cases were discussed via small group discussions; the control group received traditional instruction in which lecturing and discussion was carried out. The results showed that case-based learning instruction produced significantly greater achievement in understanding of solubility equilibrium concepts in comparison with traditional instruction. Also, the results revealed that students had misconceptions related to chemical equilibrium. According to the results of this study, case-based learning is effective for elimination of misconceptions and the enhancement of students’ understanding.

Keywords

case based learning misconceptions solubility equilibrium.

References

  • Anderson, C.W. & Smith, E.L. (1987). Educator’s Handbook: A Research Perspective. New York: Longman.
  • Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Hort: Rinehart and Winston.
  • Brecevic, L. & Kralj, D. (2007). On Calcium Carbonates: from Fundamental Research to Application. Croatica Chemica Acta, 80 (3-4), 467-484.
  • Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Belknap Press of Harvard University Press.
  • Camacho, M. & Good, R. (1989). Problem solving and chemical equilibrium: Successful versus unsuccessful performance. Journal of Research in Science Teaching, 26, 251-272.
  • Champagne, A.B., Klopfer, L.E. & Anderson, J.H. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics 48, 1074–1081.
  • Chittleborough, G. D., Treagust, D. F., & Mocerino, M. (2002). Constraints to the development of first year university chemistry students’ mental models of chemical phenomena. Teaching and Learning Forum: Focus on the Student. 1-7.
  • Chiu, M., Chou, C. & Liu, C (2002). Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Education, 39(8), 688-712.
  • Dochy, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research, 69, 145–186.
  • Duncan, I. M. & Johanstone, A. H. (1973). The mole concept. Education in Chemistry, 10, 213-214.
  • Ebbing, D. D. (2001). General chemistry (7 th eds.). Boston: Houghton Mifflin Company.
  • Fasko, D. , Jr. (2000-2001). Education and creativity. Creativity Research Journal, 13 (3), 317-327.
  • Frazer, M. J. (1980). Teaching the second law of thermodinamics. Report of a seminar hold at the University of East Anglia, 2-8. Fredette, N.H. & Lochhead, J. (1980). Student conceptions of simple circuits. Physics Teacher. 18, 194–198.
  • Gaddis, B. A. (2001). Conceptual change in an organic chemistry laboratory: A comparison of computer simulations and traditional laboratory experiments. Unpublished doctoral dissertation, University of Colorado, Denver.
  • Gallucci, K. (2006). Learning Concepts with Cases. Journal of College Science Teaching, 36(2). 16-20.
  • Garnett, P. J., & Treagust, D. F. (1992a). Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation-reduction equations. Journal of Research in Science Teaching, 29, 121-142.
  • Garnett, P. J., & Treagust, D. F. (1992b). Conceptual difficulties experienced by senior high school students of electrochemistry: Electrochemical (galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29, 1079-1099.
  • Gussarsky, E. & Gorodetsky, M. (1990). On the concept “chemical equilibrium”: The associative framework. Journal of Research in Science Teaching, 27, 197-204.
  • Kim, H. & Hannafin, M. J. (2011). Developing situated knowledge about teaching with technology via Web-enhanced Casebased activity. Computers & Education, 57 (1), 1378-1388.
  • Herreid, C. F. (1994). Case studies in Science. A novel method of science education. Journal of College Science Teaching. 23, 221-2
  • Herreid, C.F. (1998). Sorting Potatoes for Miss Bonner: Bringing Order to Case-Study Methodology through a Classification Scheme. Journal of College Science Teaching. 27(4), 236–239.
  • Hewson, M.G. & Hewson, P.W. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching. 20, 731–743
  • Jonassen, D. H. (1992). Constructivism and the Technology of Instruction. Lawrence Erlbaum Associates.
  • Jonassen, D. H. (1994). Thinking technology. Educational Technology, 34(4), 34-37.
  • Lockwood, F. G. (1992). Activities in self instructional texts. London: Kogan Page.
  • Nieswandt, M. (2001). Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective. Science and Education, 85, 158-179.
  • Osborne, R.J. (1983). Towards modifying children’s ideas about electric current. Research in Science and Technological Education 1, 73–82.
  • Önder, İ. & Geban, Ö. (2006). The effect of conceptual change texts oriented instruction on students' understanding of the solubility equilibrium concept. Hacettepe University Journal of Education, 30, 166-173.
  • Peterson, F. R. & Treaguest, D. F. (1989). Grade 12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66 (6), 459-460.
  • Romero, R. M., Eriksen, S. P. & Haworth, I. S. (2004). A Decade of Teaching Pharmaceutics Using Case Studies and ProblemBased Learning. American Journal of Pharmaceutical Education, 68 (2), 1-10.
  • Ross, B., & Munby, H. (1991). Concept mapping and misconceptions: a study of high school students' understandings of acids and bases. International Journal of Science Education, 13, 11-23.
  • Rybarczyk, B. J., Baines, A. T., McVey, M., Thompson, J. T. & Wilkins, H. (2007). A Case-based Approach Increases Student Learning Outcomes and Comprehension of Cellular Respiration Concepts. Biochemistry and Molecular Biology Education. 35(3), 181-186.
  • Shapiro, A. M. (2004). How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research. American Educational Research Journal. 41(1), 159–189.
  • Smith, R.A., and Murphy, S.K., (1998). Using case studies to increase learning and interest in Biology. The American Biology Teaching, 60(4), 265-268.
  • Staver, J.R. & Jacks, T. (1988). The influence of cognitive reasoning level, cognitive restructuring ability, disembedding ability, working memory capacity, and prior knowledge on students’ performance on balancing equations by inspection. Journal of Research in Science Teaching. 31, 621–637.
  • Teichert, Tien, Anthony & Rickey (2008). Effects of Context on Students’ Molecular ‐ Level Ideas, International
  • Journal of Science Education, 30(8), 1095-1114.
  • Wandersee, J.H., Mintzes, J.J., and Novak, J.D. (1994). Research on alternative conceptions in science. In:Handbook of Research on Science Teaching and Learning , ed. D. Gabel, New York: Simon & Schuster Macmillan,177 -210

Effectiveness of Case-Based Learning Instruction on Students' Understanding of Solubility Equilibrium Concepts

Year 2013, Volume: 44 Issue: 44, 97 - 108, 01.06.2013

Aylin Çam Ömer Geban

Abstract

Bu çalışma, örnek olay temelli öğrenme yönteminin onbirinci sınıf lise öğrencilerinin çözünürlük dengesi ile ilgili kavramları anlamalarına etkisinin geleneksel yöntem ile karşılaştırmak için gerçekleştirilmiştir. Bu çalışmanın örneklemini aynı kimya öğretmenin iki ayrı onbirinci sınıfındaki 63 öğrenci katılmıştır. Sınıflar kontrol ve deney grubu olarak rastgele seçilmiştir. Deney grubu öğrencileri; belirli durumların, genellikle günlük hayat örnek olaylarının tartışıldığı örnek olay temelli öğrenme yöntemi ile öğrenim görmüşlerdir. Buna karşılık, kontrol grubu öğrencileri geleneksel yöntemle öğrenim görmüşlerdir. Sonuçlar örnek olay temelli öğrenme yönteminin geleneksel yönteme göre çözünürlük dengesinin anlaşılmasında daha etkili olduğunu göstermiştir. Elde edilen sonuçlar öğrencilerin çözünürlük dengesiyle ilgili kavram yanılgılarının olduğunu açığa çıkarmıştır. Bu çalışmanın sonuçlarına göre, örnek olay temelli öğrenme, kavram yanılgılarının giderilmesinde ve öğrencilerin anlamalarını pekiştirmek açısından geleneksel yönteme göre daha etkindir.

Keywords

örnek olay temelli öğrenme kavram yanılgıları çözünürlük dengesi.

References

  • Anderson, C.W. & Smith, E.L. (1987). Educator’s Handbook: A Research Perspective. New York: Longman.
  • Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Hort: Rinehart and Winston.
  • Brecevic, L. & Kralj, D. (2007). On Calcium Carbonates: from Fundamental Research to Application. Croatica Chemica Acta, 80 (3-4), 467-484.
  • Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Belknap Press of Harvard University Press.
  • Camacho, M. & Good, R. (1989). Problem solving and chemical equilibrium: Successful versus unsuccessful performance. Journal of Research in Science Teaching, 26, 251-272.
  • Champagne, A.B., Klopfer, L.E. & Anderson, J.H. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics 48, 1074–1081.
  • Chittleborough, G. D., Treagust, D. F., & Mocerino, M. (2002). Constraints to the development of first year university chemistry students’ mental models of chemical phenomena. Teaching and Learning Forum: Focus on the Student. 1-7.
  • Chiu, M., Chou, C. & Liu, C (2002). Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Education, 39(8), 688-712.
  • Dochy, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research, 69, 145–186.
  • Duncan, I. M. & Johanstone, A. H. (1973). The mole concept. Education in Chemistry, 10, 213-214.
  • Ebbing, D. D. (2001). General chemistry (7 th eds.). Boston: Houghton Mifflin Company.
  • Fasko, D. , Jr. (2000-2001). Education and creativity. Creativity Research Journal, 13 (3), 317-327.
  • Frazer, M. J. (1980). Teaching the second law of thermodinamics. Report of a seminar hold at the University of East Anglia, 2-8. Fredette, N.H. & Lochhead, J. (1980). Student conceptions of simple circuits. Physics Teacher. 18, 194–198.
  • Gaddis, B. A. (2001). Conceptual change in an organic chemistry laboratory: A comparison of computer simulations and traditional laboratory experiments. Unpublished doctoral dissertation, University of Colorado, Denver.
  • Gallucci, K. (2006). Learning Concepts with Cases. Journal of College Science Teaching, 36(2). 16-20.
  • Garnett, P. J., & Treagust, D. F. (1992a). Conceptual difficulties experienced by senior high school students of electrochemistry: Electric circuits and oxidation-reduction equations. Journal of Research in Science Teaching, 29, 121-142.
  • Garnett, P. J., & Treagust, D. F. (1992b). Conceptual difficulties experienced by senior high school students of electrochemistry: Electrochemical (galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29, 1079-1099.
  • Gussarsky, E. & Gorodetsky, M. (1990). On the concept “chemical equilibrium”: The associative framework. Journal of Research in Science Teaching, 27, 197-204.
  • Kim, H. & Hannafin, M. J. (2011). Developing situated knowledge about teaching with technology via Web-enhanced Casebased activity. Computers & Education, 57 (1), 1378-1388.
  • Herreid, C. F. (1994). Case studies in Science. A novel method of science education. Journal of College Science Teaching. 23, 221-2
  • Herreid, C.F. (1998). Sorting Potatoes for Miss Bonner: Bringing Order to Case-Study Methodology through a Classification Scheme. Journal of College Science Teaching. 27(4), 236–239.
  • Hewson, M.G. & Hewson, P.W. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching. 20, 731–743
  • Jonassen, D. H. (1992). Constructivism and the Technology of Instruction. Lawrence Erlbaum Associates.
  • Jonassen, D. H. (1994). Thinking technology. Educational Technology, 34(4), 34-37.
  • Lockwood, F. G. (1992). Activities in self instructional texts. London: Kogan Page.
  • Nieswandt, M. (2001). Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective. Science and Education, 85, 158-179.
  • Osborne, R.J. (1983). Towards modifying children’s ideas about electric current. Research in Science and Technological Education 1, 73–82.
  • Önder, İ. & Geban, Ö. (2006). The effect of conceptual change texts oriented instruction on students' understanding of the solubility equilibrium concept. Hacettepe University Journal of Education, 30, 166-173.
  • Peterson, F. R. & Treaguest, D. F. (1989). Grade 12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66 (6), 459-460.
  • Romero, R. M., Eriksen, S. P. & Haworth, I. S. (2004). A Decade of Teaching Pharmaceutics Using Case Studies and ProblemBased Learning. American Journal of Pharmaceutical Education, 68 (2), 1-10.
  • Ross, B., & Munby, H. (1991). Concept mapping and misconceptions: a study of high school students' understandings of acids and bases. International Journal of Science Education, 13, 11-23.
  • Rybarczyk, B. J., Baines, A. T., McVey, M., Thompson, J. T. & Wilkins, H. (2007). A Case-based Approach Increases Student Learning Outcomes and Comprehension of Cellular Respiration Concepts. Biochemistry and Molecular Biology Education. 35(3), 181-186.
  • Shapiro, A. M. (2004). How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research. American Educational Research Journal. 41(1), 159–189.
  • Smith, R.A., and Murphy, S.K., (1998). Using case studies to increase learning and interest in Biology. The American Biology Teaching, 60(4), 265-268.
  • Staver, J.R. & Jacks, T. (1988). The influence of cognitive reasoning level, cognitive restructuring ability, disembedding ability, working memory capacity, and prior knowledge on students’ performance on balancing equations by inspection. Journal of Research in Science Teaching. 31, 621–637.
  • Teichert, Tien, Anthony & Rickey (2008). Effects of Context on Students’ Molecular ‐ Level Ideas, International
  • Journal of Science Education, 30(8), 1095-1114.
  • Wandersee, J.H., Mintzes, J.J., and Novak, J.D. (1994). Research on alternative conceptions in science. In:Handbook of Research on Science Teaching and Learning , ed. D. Gabel, New York: Simon & Schuster Macmillan,177 -210
There are 38 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Aylin Çam This is me

Ömer Geban This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 44 Issue: 44

Cite

APA Çam, A., & Geban, Ö. (2013). Effectiveness of Case-Based Learning Instruction on Students' Understanding of Solubility Equilibrium Concepts. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 97-108.