Investigating the Effectiveness of Storylines Embedded within a Context-Based Approach: The Case for the Periodic Table

Autor/inn/en	Demircioglu, Hulya; Demircioglu, Gokhan; Calik, Muammar
Titel	Investigating the Effectiveness of Storylines Embedded within a Context-Based Approach: The Case for the Periodic Table
Quelle	In: Chemistry Education Research and Practice, 10 (2009) 3, S.241-249 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/b914505m
Schlagwörter	Chemistry; Grade 9; High School Students; Secondary School Science; Comprehension; Science Instruction; Scientific Principles; Student Attitudes; Scientific Attitudes; Teaching Methods; Instructional Effectiveness; Story Telling; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Chemie; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Verstehen; Verständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland; Türkei
Abstract	We investigated the effect of the context-based approach on 9th grade students' conceptions of the Periodic Table. Within a nonequivalent pretest-posttest control group design the study was conducted with 80 grade 9 students (aged 15-16) drawn from two classes (39 and 41 students) in a high school in Turkey. The experimental group was exposed to the context-based material, while the control group was taught with the traditional approach (teacher's explanation, question and answer, writing, etc.). The results of this study indicated that the use of storylines embedded within the context-based learning resulted in the students in the experimental group performing better with respect to understanding concepts of the Periodic Table and gaining more positive attitudes towards chemistry than did those in the control group, and this improved performance was also observed in a test taken ten weeks after the treatment. Some suggestions are made on implications for practice and learning. (Contains 5 tables.) (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	2017/4/10