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A STUDY ON THE EFFECT OF CASE BASED LEARNING FOR PRE-SERVICE SCIENCE TEACHERS’ ATTITUDES TOWARDS AN ANALYTICAL CHEMISTRY LABORATORY EXPERIMENT

Yıl 2011, Sayı: 30, 1 - 19, 01.12.2011

Öz

It is aimed to analyze the change of the pre-service science teachers‘ attitudes towards chemistry laboratories using case-based learning, an active learning method, in this research. This research is an semiexperimental study with a control group. The sample of this research was originated by the second-year students (N=61) of the department of science education in Dokuz Eylul University, Faculty of Buca Education. In the first stage of the research, a case about the experiment of determining the ionization constant of weak acid (Ka) was created and the case was discussed among the student groups in the experimental group as a workshop. In the second stage, the experiment was performed in the laboratory. And in the control group, the experiment was performed using conventional teaching methods. In conclusion, the effectiveness of case-based learning method in the attitudes of students towards chemistry laboratories was analyzed

Kaynakça

  • Arambula-Greenfield, T., (1996). Implementing problem-based learning in a college science class, Journal of College Science Teaching, 26 (1), 26-30.
  • Barnes G., McInerney D.M., Marsh H.W., (2005). Exploring sex differences in science enrolment intentions: an application of the general model of academic choice. Australian Education Research, 32(2): 1–23.
  • Barrows, H. (1985). How to Design a Problem-Based Learning Curriculum for the Preclinical Years. New York: Springer.
  • Belt S.T. and Phipps L.E., (1998), Using case studies to develop key skills in chemists: a preliminary account, University Chemistry Education, 2, 16-20.
  • Belt S.T., Clarke M.J. and Phipps L.E., (1999), Exercises for chemists involving time management, judgement and initiative, University Chemistry Education, 3, 52-58.
  • Belt S.T., Evans E.H., McCreedy T., Overton T.L. and Summerfield S., (2002), A problem based learning approach to analytical and applied chemistry, University Chemistry Education, 6, 65-72.
  • Belt S.T., Leisvik M. J., Hyde A. J. And Overton T. L., (2005). Using a context-based approach to undergraduate chemistry teaching – a case study for introductory physical chemistry, Chemistry Education Research and Practice, 6 (3), 166-179.
  • Boud, D. J. (1985). Problem-based learning in perspective. In Problem-Based Learning in Education for the Professions. Sydney: Higher Education Research and Development Society of Australasia.
  • Boud, D. and Feletti, G., (1997). The Challenge of Problem-Based Learning, 2nd Ed., Kogan Page.
  • Cheaney J. and Ingebritsen T. S. (2005). Problem-based Learning in an Online Course: A case study. The International review of research in open and distance learning, Vol 6 (3).
  • Christensen, C.R. and Hansen, A.J., (1986). Teaching and the Case Method, Boston: Harvard Business School Publishing Division.
  • Cliff, W.H., and Curtin, L.N., (2000). The directed case method: Teaching concept and process in a content-Rich Course. Journal of College Science Teaching, 30(1) 64-66.
  • Coles, C. R. (1990). Evaluating the Effects Curricula Have on Student Learning: Toward a more competent theory for medical education. In Z. M. Nooman, H. G. Schmidt, and E. S. Ezzat (Eds.) Innovation in Medical Education: An Evaluation of Its Present Status (p. 76- 87). New York: Springer.
  • Coles, C. R. (1991). Is problem-based learning the only way? In D. Boud and G. Feletti (Eds.) The Challenge of Problem-Based Learning (p. 295-307). London: Kogan Page.
  • Cox, M. D., (2003). Faculty Learning Community Program Director's and Facilitator's Handbook, Miami University, Ohio.
  • Cox, M. D., (2004). Introduction to Faculty Learning Communities, in Cox, M.D. and Richlin, L. (Eds.) Building Faculty Learning Communities (p. 5-23).New Directions for Teaching and Learning: No: 97, San Francisco: Jossey-Bass.
  • Çam A. and Geban, Ö. (2011). Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry, Journal of Science Education Technology, 20:26–32.
  • Çakır, Ö. S., Berberoğlu G., Alpsan D., Uysal C., (2002). Örnek Olaya Dayalı Öğrenme Yönteminin Cinsiyetin ve Öğrenme Stillerinin Öğrencilerin Performanslarına, Biyoloji Dersine Karşı Tutumlarına, Akademik Bilgilerine ve Üst Düzey Düşünme Yeteneklerine Etkisi, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Bildiriler Kitabı, s.14.
  • Demirtaş, B., (2006), Studying the effectual teaching of ―Vee‖ diagrams in chemistry experiments. Unpublished master thesis, Dokuz Eylul University, 2006, 111-112.
  • Dhindsa HS., Chung G., (1999), Motivation, anxiety, enjoyment and values associated with chemistry learning among form 5 Bruneian students. In: Paper presented at the MERAERA joint conference, Malacca, Malaysia.
  • Dockett, S., and Tegel, K. (1993). ―But we was just turtles:‖ Situation-based learning in early childhood teacher training. Australian Journal of Early Childhood 18(3) 43 – 48.
  • Domin, D. (1999). A review of laboratory instruction styles. Journal of Chemical Education 76(4) 543 – 547.
  • Duch, B. J. (1995). What is problem-based learning? About Teaching: A newsletter of the Center for Teaching Effectiveness, 47. Retrieved October 7, 2005 from: http://www.udel.edu/pbl/cte/jan95-what.html
  • Duch, B. J., Groh, S. E., & Allen, D. E., (Eds.), (2001), The Power of Problem- Based Learning: A Practical ―How To‖ for Teaching Undergraduate Courses in Any Discipline, Sterling, VA: Stylus.
  • Flynn, A. E. and Klein, J. D., (2001). The influence of discussion groups in a case-based learning environment, Educational Technology, Research and Development, 49(3), 71-87.
  • Fraser, B. J., (2002). Learning Environments Research: Yesterday, Today and Tomorrow. In S.C. Goh and M. S. Khine (Eds.). Studies in Educational Learning Environments ,Chapter 1, 1-25. World Scientific Publishing Co. Pte.Ltd., Singapore.
  • Hansen, W., Ferguson, K., Sipe, C. et al., (2005). Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship. Am J Obstet Gynecol;192(2):644–7.
  • Herreid C.F., (1994), Case studies in science. A novel method of science education. J College Science Teaching 23: 221–229.
  • Horzum, M. B. and Alper, A., (2006), The Effect of Case Based Learning Model, Cognitive Style and Gender to the Student Achievement in Science Courses, Ankara University, Faculty of Educational Sciences Journal 39, (2), 151-175.
  • Jones, M. A., (1997), Use of a classroom jury trial to enhance students‘ perception of science as part of their lives. Journal of Chemical Education. 74(5), 537.
  • Kassebaum, D., Averbach, R., Fryer, G., (1991), Student preference for a case-based vs. lecture instructional format. J Dent Educ; 55 (12) :781–4.
  • Maudsley, G. (1999). Do we all mean the same thing by ―problem-based learning‖? A review of the concepts and a formulation of the ground rules. Academic Medicine 74, 178 – 185.
  • Michel, M. C., Bischoff, A., and Jakobs, K. H. (2002). Comparison of problem- and lecturebased pharmacology teaching. Trends in Pharmacological Sciences 23, 168 – 170.
  • Morgan, A., (1983). Theoretical aspects of project based learning in higher education. British Journal of Educational Technology 14(1) 68 – 78.
  • Myers R.E., Fouts J.T., (1992), Classroom environments and middle school students‘ views of science. J Educ Res 85(6):356–361.
  • Naumes, W. and Naumes, M. J., (1999), The Art and Craft of Case Writing, SAGE Publications, 1999.
  • Özdamar, K., (2004). Paket Programlar ile İstatistiksel Veri Analizi, Cilt 1., 5. Baskı, Kağan Kitap Evi, Eskişehir.
  • Pearson, T., Barker, W., Fisher, S., et al., (2003), Integration of the case-based series in population-orientated prevention into a problem-based medical curriculum. Am J Prev Med; 24(4):102–7.
  • Russell, A. L., Creedy, D., and Davis, J. (1994). The use of contract learning in PBL. In S. E. Chen, R. Cowdroy, A. Kingsland, and M. Ostwald (Eds.) Reflections on Problem Based Learning (p. 57-72). Sydney: Australian Problem Based Learning Network.
  • Salta K., Tzougraki C., (2004), Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88: 535–547.
  • Summerfield S., Overton T. and Belt S., (2003), Problem-solving case studies, Analytical Chemistry 75, 181A-182A.
  • Thomas, M. D., O‘Connor, F. W., Albert, M. L., Boutain, D., Brandt, P. A., (2001), Casebased teaching and learning experiences. Issues in Mental Health Nursing, 22, 517–531.
  • Uzuntiryaki E. and Geban Ö.(2005), Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts. Instr Sci 33: 311–339.
  • Williams, B., (2005), Case based learning—a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med J.; 22: 577–581.
  • Zuzovsky, R., (1999), Performance Assessment in Science: Lessons from the Practical Assessment of 4th Grade Students in Israel. Studies in Educational Evaluation, 25, 195- 216.

FEN BILGISI ÖĞRETMEN ADAYLARININ BIR ANALITIK KIMYA LABORATUARI DENEYINE YÖNELIK TUTUMLARINA ÖRNEK OLAYA DAYALI ÖĞRENME YÖNTEMININ ETKISI HAKKINDA BIR ARAŞTIRMA

Yıl 2011, Sayı: 30, 1 - 19, 01.12.2011

Öz

Kaynakça

  • Arambula-Greenfield, T., (1996). Implementing problem-based learning in a college science class, Journal of College Science Teaching, 26 (1), 26-30.
  • Barnes G., McInerney D.M., Marsh H.W., (2005). Exploring sex differences in science enrolment intentions: an application of the general model of academic choice. Australian Education Research, 32(2): 1–23.
  • Barrows, H. (1985). How to Design a Problem-Based Learning Curriculum for the Preclinical Years. New York: Springer.
  • Belt S.T. and Phipps L.E., (1998), Using case studies to develop key skills in chemists: a preliminary account, University Chemistry Education, 2, 16-20.
  • Belt S.T., Clarke M.J. and Phipps L.E., (1999), Exercises for chemists involving time management, judgement and initiative, University Chemistry Education, 3, 52-58.
  • Belt S.T., Evans E.H., McCreedy T., Overton T.L. and Summerfield S., (2002), A problem based learning approach to analytical and applied chemistry, University Chemistry Education, 6, 65-72.
  • Belt S.T., Leisvik M. J., Hyde A. J. And Overton T. L., (2005). Using a context-based approach to undergraduate chemistry teaching – a case study for introductory physical chemistry, Chemistry Education Research and Practice, 6 (3), 166-179.
  • Boud, D. J. (1985). Problem-based learning in perspective. In Problem-Based Learning in Education for the Professions. Sydney: Higher Education Research and Development Society of Australasia.
  • Boud, D. and Feletti, G., (1997). The Challenge of Problem-Based Learning, 2nd Ed., Kogan Page.
  • Cheaney J. and Ingebritsen T. S. (2005). Problem-based Learning in an Online Course: A case study. The International review of research in open and distance learning, Vol 6 (3).
  • Christensen, C.R. and Hansen, A.J., (1986). Teaching and the Case Method, Boston: Harvard Business School Publishing Division.
  • Cliff, W.H., and Curtin, L.N., (2000). The directed case method: Teaching concept and process in a content-Rich Course. Journal of College Science Teaching, 30(1) 64-66.
  • Coles, C. R. (1990). Evaluating the Effects Curricula Have on Student Learning: Toward a more competent theory for medical education. In Z. M. Nooman, H. G. Schmidt, and E. S. Ezzat (Eds.) Innovation in Medical Education: An Evaluation of Its Present Status (p. 76- 87). New York: Springer.
  • Coles, C. R. (1991). Is problem-based learning the only way? In D. Boud and G. Feletti (Eds.) The Challenge of Problem-Based Learning (p. 295-307). London: Kogan Page.
  • Cox, M. D., (2003). Faculty Learning Community Program Director's and Facilitator's Handbook, Miami University, Ohio.
  • Cox, M. D., (2004). Introduction to Faculty Learning Communities, in Cox, M.D. and Richlin, L. (Eds.) Building Faculty Learning Communities (p. 5-23).New Directions for Teaching and Learning: No: 97, San Francisco: Jossey-Bass.
  • Çam A. and Geban, Ö. (2011). Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry, Journal of Science Education Technology, 20:26–32.
  • Çakır, Ö. S., Berberoğlu G., Alpsan D., Uysal C., (2002). Örnek Olaya Dayalı Öğrenme Yönteminin Cinsiyetin ve Öğrenme Stillerinin Öğrencilerin Performanslarına, Biyoloji Dersine Karşı Tutumlarına, Akademik Bilgilerine ve Üst Düzey Düşünme Yeteneklerine Etkisi, V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Bildiriler Kitabı, s.14.
  • Demirtaş, B., (2006), Studying the effectual teaching of ―Vee‖ diagrams in chemistry experiments. Unpublished master thesis, Dokuz Eylul University, 2006, 111-112.
  • Dhindsa HS., Chung G., (1999), Motivation, anxiety, enjoyment and values associated with chemistry learning among form 5 Bruneian students. In: Paper presented at the MERAERA joint conference, Malacca, Malaysia.
  • Dockett, S., and Tegel, K. (1993). ―But we was just turtles:‖ Situation-based learning in early childhood teacher training. Australian Journal of Early Childhood 18(3) 43 – 48.
  • Domin, D. (1999). A review of laboratory instruction styles. Journal of Chemical Education 76(4) 543 – 547.
  • Duch, B. J. (1995). What is problem-based learning? About Teaching: A newsletter of the Center for Teaching Effectiveness, 47. Retrieved October 7, 2005 from: http://www.udel.edu/pbl/cte/jan95-what.html
  • Duch, B. J., Groh, S. E., & Allen, D. E., (Eds.), (2001), The Power of Problem- Based Learning: A Practical ―How To‖ for Teaching Undergraduate Courses in Any Discipline, Sterling, VA: Stylus.
  • Flynn, A. E. and Klein, J. D., (2001). The influence of discussion groups in a case-based learning environment, Educational Technology, Research and Development, 49(3), 71-87.
  • Fraser, B. J., (2002). Learning Environments Research: Yesterday, Today and Tomorrow. In S.C. Goh and M. S. Khine (Eds.). Studies in Educational Learning Environments ,Chapter 1, 1-25. World Scientific Publishing Co. Pte.Ltd., Singapore.
  • Hansen, W., Ferguson, K., Sipe, C. et al., (2005). Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship. Am J Obstet Gynecol;192(2):644–7.
  • Herreid C.F., (1994), Case studies in science. A novel method of science education. J College Science Teaching 23: 221–229.
  • Horzum, M. B. and Alper, A., (2006), The Effect of Case Based Learning Model, Cognitive Style and Gender to the Student Achievement in Science Courses, Ankara University, Faculty of Educational Sciences Journal 39, (2), 151-175.
  • Jones, M. A., (1997), Use of a classroom jury trial to enhance students‘ perception of science as part of their lives. Journal of Chemical Education. 74(5), 537.
  • Kassebaum, D., Averbach, R., Fryer, G., (1991), Student preference for a case-based vs. lecture instructional format. J Dent Educ; 55 (12) :781–4.
  • Maudsley, G. (1999). Do we all mean the same thing by ―problem-based learning‖? A review of the concepts and a formulation of the ground rules. Academic Medicine 74, 178 – 185.
  • Michel, M. C., Bischoff, A., and Jakobs, K. H. (2002). Comparison of problem- and lecturebased pharmacology teaching. Trends in Pharmacological Sciences 23, 168 – 170.
  • Morgan, A., (1983). Theoretical aspects of project based learning in higher education. British Journal of Educational Technology 14(1) 68 – 78.
  • Myers R.E., Fouts J.T., (1992), Classroom environments and middle school students‘ views of science. J Educ Res 85(6):356–361.
  • Naumes, W. and Naumes, M. J., (1999), The Art and Craft of Case Writing, SAGE Publications, 1999.
  • Özdamar, K., (2004). Paket Programlar ile İstatistiksel Veri Analizi, Cilt 1., 5. Baskı, Kağan Kitap Evi, Eskişehir.
  • Pearson, T., Barker, W., Fisher, S., et al., (2003), Integration of the case-based series in population-orientated prevention into a problem-based medical curriculum. Am J Prev Med; 24(4):102–7.
  • Russell, A. L., Creedy, D., and Davis, J. (1994). The use of contract learning in PBL. In S. E. Chen, R. Cowdroy, A. Kingsland, and M. Ostwald (Eds.) Reflections on Problem Based Learning (p. 57-72). Sydney: Australian Problem Based Learning Network.
  • Salta K., Tzougraki C., (2004), Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88: 535–547.
  • Summerfield S., Overton T. and Belt S., (2003), Problem-solving case studies, Analytical Chemistry 75, 181A-182A.
  • Thomas, M. D., O‘Connor, F. W., Albert, M. L., Boutain, D., Brandt, P. A., (2001), Casebased teaching and learning experiences. Issues in Mental Health Nursing, 22, 517–531.
  • Uzuntiryaki E. and Geban Ö.(2005), Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts. Instr Sci 33: 311–339.
  • Williams, B., (2005), Case based learning—a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med J.; 22: 577–581.
  • Zuzovsky, R., (1999), Performance Assessment in Science: Lessons from the Practical Assessment of 4th Grade Students in Israel. Studies in Educational Evaluation, 25, 195- 216.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA45AK87ZD
Bölüm Makaleler
Yazarlar

Sibel Kılınç Alpat Bu kişi benim

Melis Arzu Uyulgan Bu kişi benim

Özge Özbayrak Bu kişi benim

Şenol Alpat Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2011
Yayımlandığı Sayı Yıl 2011 Sayı: 30

Kaynak Göster

APA Alpat, S. K., Uyulgan, M. A., Özbayrak, Ö., Alpat, Ş. (2011). FEN BILGISI ÖĞRETMEN ADAYLARININ BIR ANALITIK KIMYA LABORATUARI DENEYINE YÖNELIK TUTUMLARINA ÖRNEK OLAYA DAYALI ÖĞRENME YÖNTEMININ ETKISI HAKKINDA BIR ARAŞTIRMA. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(30), 1-19.