Implementation of Case-Based Instruction on Electrochemistry at the 11th Grade Level

Autor/inn/en	Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen
Titel	Implementation of Case-Based Instruction on Electrochemistry at the 11th Grade Level
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 4, S.659-681 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tarkin, Aysegul) ORCID (Uzuntiryaki-Kondakci, Esen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00062f
Schlagwörter	Educational Technology; Case Method (Teaching Technique); Chemistry; Student Attitudes; Student Motivation; Science Instruction; High School Students; Secondary School Science; Randomized Controlled Trials; Questionnaires; Pretests Posttests; Feedback (Response); Statistical Analysis; Foreign Countries; Self Efficacy; Multivariate Analysis; Qualitative Research; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Case method; Fallmethode; Chemie; Schülerverhalten; Schulische Motivation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Statistische Analyse; Ausland; Self-efficacy; Selbstwirksamkeit; Multivariate Analyse; Qualitative Forschung
Abstract	This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools participated in this study. Two of the classes from each school were randomly assigned to be either the experimental or control group. The experimental group was instructed by case-based instruction while the control group was taught by traditionally designed instruction. The Electrochemistry Concept Test, Attitude toward Chemistry Scale, High School Chemistry Self-efficacy Scale, and Chemistry Motivation Questionnaire were applied as pre- and post-tests to students in both groups. Moreover, a feedback form was administered to students in the experimental group at the end of the study to get students' opinions about the case-based instruction. One-way Multivariate Analysis of Variance (MANOVA) revealed that case-based instruction was an effective method to improve students' understanding of electrochemistry concepts, attitude toward chemistry, and intrinsic motivation to learn chemistry. The qualitative data gathered from the feedback forms also supported the results of the inferential statistics. Students reported that chemistry lessons were more interesting and enjoyable via case-based instruction. [This study was presented at the NARST Annual International Conference at the Wyndham Grand Pittsburgh, PA, USA on March 30-April 2, 2014.] (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01