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EFFECT OF CASE STUDIES ON PRIMARY SCHOOL TEACHING STUDENTS' ATTITUDES TOWARD CHEMISTRY LESSON

Yıl 2012, Cilt: 43 Sayı: 43, - , 01.06.2012

Öz

Kaynakça

  • Acar, B., & Tarhan, L. (2008). An active learning application based on constructivism for the subject of “acid and bases” in high school chemistry lesson. Doctoral Dissertation, University of Dokuz Eylul.
  • Acar Sesen, B., & Tarhan, L. (2011). Inquiry-based laboratory activities in electrochemistry: High School Students’ Achievements and Attitudes. Research in Science Education, DOI 10.1007/s11165-011-9275-9.
  • Aiken, L. R. (1979). Attitudes toward mathematics and science in Iranian middle schools. School Science and Mathematics, 79 (3), 229-234.
  • Arambula-Greefield, T. (1996). Implementing problem-based learning in a college science class. Journal of College Science Teaching, 26 (1), 26-30.
  • Barden, L. M., Frase. A. P., & Kovac, J. (1997). Teaching scientific ethics: A case studies approach. The American Biology Teacher. 59 (1), 12-14.
  • 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 Educational Researcher, 32 (2), 1-23.
  • Barnet, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and Teacher Education, 14 (1) 81-93.
  • Bennett, J., Rollnick, M., Green, G., & White, M. (2001). The development and use of an instrument to assess students' attitude to the study of chemistry. International Journal of Science Education, 23 (8), 833-845.
  • Berberoğlu, G., & Çalıkoğlu, G. (1992). The construction of a Turkish computer attitude scale. Studies in Educational Evaluation, 24, 841-845.
  • Can, Ş. ve Harmandar, M. (2004). Fen Bilgisi Öğretmenliği ve Sınıf Öğretmenliği öğrencilerinin kimyasal bağlar konusundaki kavramsal yanılgıları. İnonu Üniversitesi Eğitim Fakültesi Dergisi, 5 (8).
  • Conant, J. (1957). Harward case histories in experimental science. Camridge, MA; Harvard University Press.
  • Cliff, W. H., & 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.
  • Çakır, S., Berberoğlu, G. ve Alparslan, P. (2001). Örnek olaya dayalı öğrenim yönteminin onuncu sınıf öğrencilerinin sinir sistemi ünitesindeki başarılarının etkisi. Fen Bilimleri Eğitim Sempozyumu, Maltepe Üniversitesi, İstanbul, 126-13.
  • Dhindsa, H. S., & Chung, G. (1999). Motivation, anxiety, enjoyment and values associated with chemistry learning among form 5 Bruneian students. Paper presented at the MERA-ERA joint conference, Malacca, Malaysia.
  • Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34 (4), 343-357.
  • Gabel C. (1999). Using case studies to teach science. National Association for Research in Science Teaching National Conference, Boston, Massachusetts.
  • Greenfield, T. A. (1996). Gender, ethnicity, science achievement, and attitudes. Journal of Research in Science Teaching, 33, 901-933.
  • Guilfoile, P. (1999). Two case studies in the scientific method. The American Biology Teacher, 61 (4), 259-263.
  • Harvey, T. J., & Stables, A. (1986). Gender differences in attitudes to science for third year pupils: An argument for single-sex teaching groups in mixed schools. Research in Science and Technological Education, 4 (2), 163-170.
  • Herreid, F. C. (1994). Cased studies in science – A novel method of science education. Journal of College Science Teaching, 23, 221-229.
  • Hewson, M. G., & Hewson, P. W. (1983). Effect on instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20, 731-743.
  • Hofstein, A., Ben-Zvi, R., Samuel, D., & Tamir, P. (1977). Attitudes of Israeli high-school students toward chemistry and physics: A comparative study. Science Education, 61 (2), 259-268.
  • Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: neglected aspects of research. Review of Educational Research, 52, 201-217.
  • House, J. D., & Prison S. K. (1998). Student attitudes and academic background as predictors of achievement in college English. Journal of Instructional Media, 25 (1), 29-43.
  • 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.
  • Juriševič, M., Glažar, S. A., Razdevšek Pučko C., & Devetak, I. (2008). Intrinsic motivation of pre-service primary school teachers for learning chemistry in relation to their academic achievement. International Journal of Science Education, 30, 87-107.
  • Koballa, T. R. (1988). Attitude and related concepts in science education. Science Education, 72, 115-126.
  • Koballa, Jr., T. R., Crawley, F. E., & Shrigley, R. L. (1990). A summary of science education-1988. Science Education, 74, 369-381.
  • Kruger, C. J., & Summers, M. K. (1989) An investigation of some primary teachers' understanding of change in materials. School Science Review, 71 (255), 17-27.
  • Krynock, K. B., & Robb, L. (1996). Is problem-based learning a problem for your curriculum? Illinois School Research and Development Journal, 33(1), 21-24.
  • Levin, T., Sabar, N., & Libman, Z. (1991). Achievements and attitudinal patterns of boys and girls in science. Journal of Research in Science Teaching, 28 (4), 315-328.
  • Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal., R. T. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41: 1063-80.
  • Menis, J. (1989). Attitudes towards school, chemistry and science among upper secondary chemistry students in the United States. Research in Science & Technological Education, 7 (2), 183-190.
  • National Research Council. (2005). How students learn: Science in the classroom. Washington, DC: The National Academy Press.
  • Oliver, J. S., & Simpson, R.D. (1988). Influences of attitude toward science, achievement motivation and science self concept on achievement in science: A Longitudinal Study Science Education, 72 (2), 143-155.
  • Özden, M. (2009). Science Student Teachers Ideas of Atoms and Molecules: Using Drawings as a Research Method. Education, 129 (4), 635-642.
  • Papageorgiou, G., & Sakka, D. (2000). Primary school teachers’ views of fundamental chemical concepts. Chemistry Education. Research and Practice in Europe, 1 (2), 237-247.
  • Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88, 535-547.
  • Sanger, M. J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22, 521–537.
  • Schwartz, R. W., & Burget, J. E. (1997). Problem-based learning and performance-based testing: Effective Alternatives for undergraduate surgical education and assessment of student performance. Medical Teacher. 19 (1), 19-23.
  • Shannon, A. G., Sleet, R. J., & Stern, W. (1982). School students’ attitudes to science subjects. Australian Science Teachers Journal, 28(1), 77-82.
  • Singer, J., Marx, R. W., Krajcik, J. S., & Chambers, J. C. (2000). Constructing extended inquiry projects: Curriculum materials for science education. Educational Psychologist, 35: 1-23.
  • Soyibo, K. (1985). A comparison of selected lagos students’ attitudes to and performance on a biology test. 335-351. In: Education in Lagos State. An Overview: Selected Papers from a Conference on Education Development in Lagos State held at Lagos State University, 2-4, April. F. Obanya and O. Odubunmi (Eds.).
  • Stavy, R. (1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28, 305-313.
  • Steinkamp, M. W., & Maehr, M. L. (1984). Gender differences in motivational orientations toward achievement in school science: A quantitative synthesis. American Educational Research Journal, 21(1), 39-54.
  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
  • Wilson, V. L. (1983). A Metal-Analysis of the relationship between science and achievement and science attitude: kindergarten through college. Journal of Research in Science Teaching, 20 (9): 839-885.
Yıl 2012, Cilt: 43 Sayı: 43, - , 01.06.2012

Öz

Kaynakça

  • Acar, B., & Tarhan, L. (2008). An active learning application based on constructivism for the subject of “acid and bases” in high school chemistry lesson. Doctoral Dissertation, University of Dokuz Eylul.
  • Acar Sesen, B., & Tarhan, L. (2011). Inquiry-based laboratory activities in electrochemistry: High School Students’ Achievements and Attitudes. Research in Science Education, DOI 10.1007/s11165-011-9275-9.
  • Aiken, L. R. (1979). Attitudes toward mathematics and science in Iranian middle schools. School Science and Mathematics, 79 (3), 229-234.
  • Arambula-Greefield, T. (1996). Implementing problem-based learning in a college science class. Journal of College Science Teaching, 26 (1), 26-30.
  • Barden, L. M., Frase. A. P., & Kovac, J. (1997). Teaching scientific ethics: A case studies approach. The American Biology Teacher. 59 (1), 12-14.
  • 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 Educational Researcher, 32 (2), 1-23.
  • Barnet, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and Teacher Education, 14 (1) 81-93.
  • Bennett, J., Rollnick, M., Green, G., & White, M. (2001). The development and use of an instrument to assess students' attitude to the study of chemistry. International Journal of Science Education, 23 (8), 833-845.
  • Berberoğlu, G., & Çalıkoğlu, G. (1992). The construction of a Turkish computer attitude scale. Studies in Educational Evaluation, 24, 841-845.
  • Can, Ş. ve Harmandar, M. (2004). Fen Bilgisi Öğretmenliği ve Sınıf Öğretmenliği öğrencilerinin kimyasal bağlar konusundaki kavramsal yanılgıları. İnonu Üniversitesi Eğitim Fakültesi Dergisi, 5 (8).
  • Conant, J. (1957). Harward case histories in experimental science. Camridge, MA; Harvard University Press.
  • Cliff, W. H., & 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.
  • Çakır, S., Berberoğlu, G. ve Alparslan, P. (2001). Örnek olaya dayalı öğrenim yönteminin onuncu sınıf öğrencilerinin sinir sistemi ünitesindeki başarılarının etkisi. Fen Bilimleri Eğitim Sempozyumu, Maltepe Üniversitesi, İstanbul, 126-13.
  • Dhindsa, H. S., & Chung, G. (1999). Motivation, anxiety, enjoyment and values associated with chemistry learning among form 5 Bruneian students. Paper presented at the MERA-ERA joint conference, Malacca, Malaysia.
  • Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34 (4), 343-357.
  • Gabel C. (1999). Using case studies to teach science. National Association for Research in Science Teaching National Conference, Boston, Massachusetts.
  • Greenfield, T. A. (1996). Gender, ethnicity, science achievement, and attitudes. Journal of Research in Science Teaching, 33, 901-933.
  • Guilfoile, P. (1999). Two case studies in the scientific method. The American Biology Teacher, 61 (4), 259-263.
  • Harvey, T. J., & Stables, A. (1986). Gender differences in attitudes to science for third year pupils: An argument for single-sex teaching groups in mixed schools. Research in Science and Technological Education, 4 (2), 163-170.
  • Herreid, F. C. (1994). Cased studies in science – A novel method of science education. Journal of College Science Teaching, 23, 221-229.
  • Hewson, M. G., & Hewson, P. W. (1983). Effect on instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20, 731-743.
  • Hofstein, A., Ben-Zvi, R., Samuel, D., & Tamir, P. (1977). Attitudes of Israeli high-school students toward chemistry and physics: A comparative study. Science Education, 61 (2), 259-268.
  • Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: neglected aspects of research. Review of Educational Research, 52, 201-217.
  • House, J. D., & Prison S. K. (1998). Student attitudes and academic background as predictors of achievement in college English. Journal of Instructional Media, 25 (1), 29-43.
  • 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.
  • Juriševič, M., Glažar, S. A., Razdevšek Pučko C., & Devetak, I. (2008). Intrinsic motivation of pre-service primary school teachers for learning chemistry in relation to their academic achievement. International Journal of Science Education, 30, 87-107.
  • Koballa, T. R. (1988). Attitude and related concepts in science education. Science Education, 72, 115-126.
  • Koballa, Jr., T. R., Crawley, F. E., & Shrigley, R. L. (1990). A summary of science education-1988. Science Education, 74, 369-381.
  • Kruger, C. J., & Summers, M. K. (1989) An investigation of some primary teachers' understanding of change in materials. School Science Review, 71 (255), 17-27.
  • Krynock, K. B., & Robb, L. (1996). Is problem-based learning a problem for your curriculum? Illinois School Research and Development Journal, 33(1), 21-24.
  • Levin, T., Sabar, N., & Libman, Z. (1991). Achievements and attitudinal patterns of boys and girls in science. Journal of Research in Science Teaching, 28 (4), 315-328.
  • Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal., R. T. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41: 1063-80.
  • Menis, J. (1989). Attitudes towards school, chemistry and science among upper secondary chemistry students in the United States. Research in Science & Technological Education, 7 (2), 183-190.
  • National Research Council. (2005). How students learn: Science in the classroom. Washington, DC: The National Academy Press.
  • Oliver, J. S., & Simpson, R.D. (1988). Influences of attitude toward science, achievement motivation and science self concept on achievement in science: A Longitudinal Study Science Education, 72 (2), 143-155.
  • Özden, M. (2009). Science Student Teachers Ideas of Atoms and Molecules: Using Drawings as a Research Method. Education, 129 (4), 635-642.
  • Papageorgiou, G., & Sakka, D. (2000). Primary school teachers’ views of fundamental chemical concepts. Chemistry Education. Research and Practice in Europe, 1 (2), 237-247.
  • Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88, 535-547.
  • Sanger, M. J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22, 521–537.
  • Schwartz, R. W., & Burget, J. E. (1997). Problem-based learning and performance-based testing: Effective Alternatives for undergraduate surgical education and assessment of student performance. Medical Teacher. 19 (1), 19-23.
  • Shannon, A. G., Sleet, R. J., & Stern, W. (1982). School students’ attitudes to science subjects. Australian Science Teachers Journal, 28(1), 77-82.
  • Singer, J., Marx, R. W., Krajcik, J. S., & Chambers, J. C. (2000). Constructing extended inquiry projects: Curriculum materials for science education. Educational Psychologist, 35: 1-23.
  • Soyibo, K. (1985). A comparison of selected lagos students’ attitudes to and performance on a biology test. 335-351. In: Education in Lagos State. An Overview: Selected Papers from a Conference on Education Development in Lagos State held at Lagos State University, 2-4, April. F. Obanya and O. Odubunmi (Eds.).
  • Stavy, R. (1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28, 305-313.
  • Steinkamp, M. W., & Maehr, M. L. (1984). Gender differences in motivational orientations toward achievement in school science: A quantitative synthesis. American Educational Research Journal, 21(1), 39-54.
  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
  • Wilson, V. L. (1983). A Metal-Analysis of the relationship between science and achievement and science attitude: kindergarten through college. Journal of Research in Science Teaching, 20 (9): 839-885.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yildizay Ayyıldız Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 43 Sayı: 43

Kaynak Göster

APA Ayyıldız, Y. (2012). EFFECT OF CASE STUDIES ON PRIMARY SCHOOL TEACHING STUDENTS’ ATTITUDES TOWARD CHEMISTRY LESSON. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43(43).