Conceptual Understanding of Acids and Bases Concepts and Motivation to Learn Chemistry

Autor/inn/en	Cetin-Dindar, Ayla; Geban, Omer
Titel	Conceptual Understanding of Acids and Bases Concepts and Motivation to Learn Chemistry
Quelle	In: Journal of Educational Research, 110 (2017) 1, S.85-97 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1039422
Schlagwörter	Scientific Concepts; Science Instruction; Chemistry; Thinking Skills; Grade 11; High School Students; Control Groups; Experimental Groups; Teaching Methods; Multivariate Analysis; Learning Processes; Learning Motivation; Science Tests; Questionnaires; Correlation; Pretests Posttests; Student Attitudes; Instructional Effectiveness; Quasiexperimental Design; Semi Structured Interviews; Statistical Analysis + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Denkfähigkeit; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Multivariate Analyse; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Fragebogen; Korrelation; Schülerverhalten; Unterrichtserfolg; Statistische Analyse
Abstract	The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the traditional teacher-centered instruction [TTCI]). Based on multivariate analysis of covariance results, the LCMI students outperformed the TTCI students in terms of conceptual understanding about acids and bases. Similarly, the students from the experimental group scored higher motivation and this difference was found to be statistically significant. These findings demonstrated that instruction based on learning cycle model provide students a deeper conceptual understanding, foster high-order thinking, engage them in the learning process, and influence their motivation to learn by increasing the relevance of school chemistry to their daily lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01