The Effect of Case-Based Instruction on 10th Grade Students' Understanding of Gas Concepts

Autor/inn/en	Yalçinkaya, Eylem; Boz, Yezdan
Titel	The Effect of Case-Based Instruction on 10th Grade Students' Understanding of Gas Concepts
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 1, S.104-120 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C4RP00156G
Schlagwörter	Science Instruction; Chemistry; Grade 10; High School Students; Secondary School Science; Scientific Concepts; Fuels; Experimental Groups; Control Groups; Comparative Analysis; Case Method (Teaching Technique); Conventional Instruction; Pretests Posttests; Science Process Skills; Student Attitudes; Student Motivation; Statistical Analysis; Teaching Methods; Concept Formation; Questionnaires; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Treibstoff; Case method; Fallmethode; Schülerverhalten; Schulische Motivation; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Fragebogen; Ausland; Türkei
Abstract	The main purpose of the present study was to investigate the effect of case-based instruction on remedying 10th grade students' alternative conceptions related to gas concepts. 128 tenth grade students from two high schools participated in this study. In each school, one of the classes was randomly assigned as the experimental group and the other class, instructed by the same chemistry teacher, was assigned as the control group. The students in the experimental groups were instructed by case-based instruction based on conceptual change conditions while the control group students received traditionally designed chemistry instruction. As pre-tests, the science process skills test, the attitude and motivation towards chemistry and the gas concept test were applied to both groups of students. As a post-test, the gas concept test was administered to both groups of students to determine their alternative conceptions and understanding of gas concepts. One-way ANOVA was used to assess the effect of case-based instruction on students' understanding of gas concepts. The results revealed that case-based instruction was an effective method for overcoming students' alternative conceptions about the gas concepts. (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