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Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate*

Yıl 2015, Cilt 8, Sayı 2, 236 - 267, 01.06.2015

Öz

This study has been carried out to determine the effectiveness of case-based learning related to reaction rate on students’ conceptual understanding and conceptual change. In this respect, a class of 11th grade students in an Anatolian High School in the center of Izmir city was chosen randomly as experimental group (n=26) and another as control group (n=22). Reaction rate unit was taught to the experimental group within case-based learning method, and to the control group through activities defined in Chemistry curriculum. Comprehension Test developed by Cakmakci (2005) was utilized as data collecting instrument. The Comprehension Test was applied simultaneously to both experimental and control groups before and after the teaching. The data collected via the Comprehension Test was analyzed in terms of both quantity and quality. As a result of the study, it was noted that there was a significant difference between the groups after the instruction in favor of the experimental group. Also, it was determined that case-based learning was more effective in promoting conceptual change and assuring higher level of conceptual understanding for students.

Öğrencilerin Kimyasal Tepkimelerde Hız Konusundaki Kavramsal Algılamalarında Örnek Olaya Dayalı Öğretimin Etkisinin Araştırılması

Yıl 2015, Cilt 8, Sayı 2, 236 - 267, 01.06.2015

Öz

Bu çalışma, kimyasal reaksiyonlarda hız konusundaki örnek olaya dayalı öğretim yönteminin öğrencilerin kavramsal algılamaları ve kavramsal değişimleri üzerindeki etkisini saptamak amacıyla yürütülmüştür. Bu amaç doğrultusunda, 2013-2014 öğretim yılı güz dönemimde İzmir il merkezindeki bir Anadolu Lisesinde 11. sınıflarda öğrenim gören iki sınıftan biri deney grubu (n=26), diğeri kontrol grubu (n=22) olarak rastgele seçilmiştir. Deney grubunda Kimyasal Reaksiyonlarda Hız konusu örnek olaya dayalı öğretim ile, kontrol grubunda ise Kimya öğretim programındaki etkinliklerle işlenmiştir. Çalışmada veri toplama aracı olarak Çakmakçı (2005) tarafından geliştirilmiş olan kavram testi kullanılmıştır. Kavram testi, öğretim öncesi ve sonrası deney ve kontrol gruplarına eş zamanlı olarak uygulanmıştır. Kavram testinden elde edilen veriler, hem nitel hem de nicel olarak analiz edilmiştir. Araştırma sonucunda, gruplar arasında deney grubu lehine anlamlı bir farkın olduğu ortaya çıkmıştır. Ayrıca, örnek olaya dayalı öğretimin, kavramsal değişimi sağlamada ve öğrencilerin kavramsal algılamalarının istenilen düzeylerde olmasında, daha etkili olduğu da belirlenmiştir.

Ayrıntılar

Diğer ID JA95DM22SA
Bölüm Makaleler
Yazarlar

Aysel Ünal SÜMEN Bu kişi benim


Gülten ŞENDUR Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2015
Başvuru Tarihi 1 Haziran 2015
Kabul Tarihi
Yayınlandığı Sayı Yıl 2015, Cilt 8, Sayı 2

Kaynak Göster

Bibtex @ { akukeg314131, journal = {Journal of Theoretical Educational Science}, issn = {1308-1659}, eissn = {1308-1659}, address = {Eğitim Fakültesi, Eğitim 1 Binası, ANS Kampusu, 03200 / Afyonkarahisar}, publisher = {Afyon Kocatepe Üniversitesi}, year = {2015}, volume = {8}, number = {2}, pages = {236 - 267}, title = {Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate*}, key = {cite}, author = {Sümen, Aysel Ünal and Şendur, Gülten} }
APA Sümen, A. Ü. & Şendur, G. (2015). Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate* . Journal of Theoretical Educational Science , 8 (2) , 236-267 . Retrieved from https://dergipark.org.tr/tr/pub/akukeg/issue/29357/314131
MLA Sümen, A. Ü. , Şendur, G. "Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate*" . Journal of Theoretical Educational Science 8 (2015 ): 236-267 <https://dergipark.org.tr/tr/pub/akukeg/issue/29357/314131>
Chicago Sümen, A. Ü. , Şendur, G. "Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate*". Journal of Theoretical Educational Science 8 (2015 ): 236-267
RIS TY - JOUR T1 - Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate* AU - Aysel Ünal Sümen , Gülten Şendur Y1 - 2015 PY - 2015 N1 - DO - T2 - Journal of Theoretical Educational Science JF - Journal JO - JOR SP - 236 EP - 267 VL - 8 IS - 2 SN - 1308-1659-1308-1659 M3 - UR - Y2 - 2022 ER -
EndNote %0 Kuramsal Eğitimbilim Dergisi Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate* %A Aysel Ünal Sümen , Gülten Şendur %T Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate* %D 2015 %J Journal of Theoretical Educational Science %P 1308-1659-1308-1659 %V 8 %N 2 %R %U
ISNAD Sümen, Aysel Ünal , Şendur, Gülten . "Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate*". Journal of Theoretical Educational Science 8 / 2 (Haziran 2015): 236-267 .
AMA Sümen A. Ü. , Şendur G. Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate*. Journal of Theoretical Educational Science. 2015; 8(2): 236-267.
Vancouver Sümen A. Ü. , Şendur G. Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate*. Journal of Theoretical Educational Science. 2015; 8(2): 236-267.
IEEE A. Ü. Sümen ve G. Şendur , "Investigating the Effectiveness of Case-based Learning Instruction on Students’ Understanding the Subject of Reaction Rate*", Journal of Theoretical Educational Science, c. 8, sayı. 2, ss. 236-267, Haz. 2015