Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Effects of the Context-Based Learning Approach on the Teaching of Chemical Changes Unit

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Yilmaz, Sibel Sadi (ORCID Yilmaz, Sibel Sadi (ORCID 0000-0001-7034-4472); Yildirim, Ali (ORCID Yildirim, Ali (ORCID 0000-0002-0735-3728); Ilhan, Nail (ORCID Ilhan, Nail (ORCID 0000-0003-3231-4197)
  • اللغة:
    English
  • المصدر:
    Journal of Turkish Science Education. 2022 19(1):218-236.
  • الموضوع:
    2022
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      19
    • Education Level:
      Higher Education
      Postsecondary Education
      High Schools
      Secondary Education
      Grade 9
      Junior High Schools
      Middle Schools
    • الموضوع:
      Chemistry; Teaching Methods; Science Instruction; Science Tests; Achievement Tests; Constructivism (Learning); Units of Study; Student Motivation; Transfer of Training; Student Attitudes; Comparative Analysis; Teacher Attitudes; College Entrance Examinations; High School Students; Grade 9; Scores; Educational Environment; Foreign Countries
    • الموضوع:
      Turkey
    • ISSN:
      1304-6020
    • نبذة مختصرة :
      In this study, the effects of context-based teaching (CBT) on the teaching of 'chemical change unit' (CCU) was examined under five main headings: student motivation, constructivist learning environment, student achievement, transferring chemistry knowledge to the subjects of daily life, and student and teachers' opinions on the implementation. The effects of CBT on the experimental and control group students were determined by Chemistry Motivation Questionnaire (CMQ), Constructivist Learning Environment Questionnaire (CLEQ), Chemical Changes Achievement Test (CCAT), and Chemical Changes-Context-Based Questions (CC-CBQ). At the end of the study, the only significant difference found in favour of the experimental group was the results of CBCBQ. Opinions of students and teachers are generally pleasing but they stated that CBT is not suitable for the university entrance exam. In the assessment of the students, CBT would attract more attention if the exams taken contained context-based questions.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2022
    • الرقم المعرف:
      EJ1343221