A Comparison of Different Teaching Designs of "Acids and Bases" Subject

Autor/inn/en	Ültay, Neslihan; Çalik, Muammer
Titel	A Comparison of Different Teaching Designs of "Acids and Bases" Subject
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 1, S.57-86 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.1422a
Schlagwörter	Science Instruction; Teaching Methods; Relevance (Education); Chemistry; Comparative Analysis; Quasiexperimental Design; Preservice Teachers; Experimental Groups; Control Groups; Questionnaires; Foreign Countries; Student Attitudes; Memory; Models; Concept Formation; Scientific Concepts; Likert Scales; Semi Structured Interviews; Pretests Posttests; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Chemie; Fragebogen; Ausland; Schülerverhalten; Gedächtnis; Analogiemodell; Concept learning; Begriffsbildung; Likert-Skala; Türkei
Abstract	Inability to link the acid-base concepts with daily life phenomena (as contexts) highlights the need for further research on the context-based acid-base chemistry. In this vein, the aim of this study is to investigate the effects of different teaching designs (REACT strategy, 5Es learning model and traditional (existing) instruction) relevant with "acids and bases" subject on pre-service science teachers' conceptions and attitudes towards chemistry and to compare them with each other. Within quasi-experimental research design, the sample comprised of 95 pre-service science teachers from Faculty of Education in Giresun University, Turkey. Three intact groups were randomly assigned as either experimental and control groups. To gather data, Acid-Base Chemistry Concept Test (ABCCT), Chemistry Attitudes and Experiences Questionnaire (CAEQ) and semistructured interviews were used. The results denote that REACT strategy is effective in helping the pre-service science teachers retain their gained conceptions in long-term memory whilst 5Es learning model is efficient in achieving conceptual learning. Finally, future studies should test the effects of REACT strategy and 5Es learning model on different variables (i.e. sample, subject, scientific process skills, scientific inquiry) over a longer period of time (i.e. one semester or one-year). (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01