Effects of '"Environmental Chemistry" Elective Course via Technology-Embedded Scientific Inquiry Model on Some Variables

Autor/inn/en	Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel
Titel	Effects of '"Environmental Chemistry" Elective Course via Technology-Embedded Scientific Inquiry Model on Some Variables
Quelle	In: Journal of Science Education and Technology, 23 (2014) 3, S.412-430 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-013-9473-5
Schlagwörter	Chemistry; Science Instruction; Student Teachers; Student Teacher Attitudes; Environmental Education; Scientific Concepts; Pedagogical Content Knowledge; Technological Literacy; Technology Uses in Education; Pretests Posttests; Questionnaires; Surveys; Concept Formation; Attitude Change; Program Effectiveness + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pädagogische Kompetenz; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Survey; Umfrage; Befragung; Concept learning; Begriffsbildung; Attitudinal change; Einstellungsänderung
Abstract	The purpose of this study is to examine the effects of "environmental chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test--post-test design, the study was conducted with 117 SSSTs (68 females and 49 males--aged 21-23 years) enrolled in an "environmental chemistry" elective course in the spring semester of 2011-2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the "environmental chemistry" elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10