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dc.contributor.authorDemırcıoğlu, H.en_US
dc.contributor.authorAyas, A.en_US
dc.contributor.authorDemırcıoğlu, G.en_US
dc.contributor.authorÖzmen, H.en_US
dc.date.accessioned2019-01-23T14:21:52Z
dc.date.available2019-01-23T14:21:52Z
dc.date.issued2015-12en_US
dc.identifier.urihttp://hdl.handle.net/11693/48284
dc.description.abstractIn this study, the effect of the context-based approach on pre-service primary school teachers’ understanding of matter and its states and their attitude towards chemistry was investigated. Using a simple experimental design, the study was conducted with 35 pre-service primary school teachers who were exposed to context-based material with storylines. Two instruments were used to collect data as pre-test, post-test, and delayed-test: the States of Matter Achievement Test (SMAT) and the Chemistry Attitude Scale (CAS). Also, semi-structured interviews were conducted with the pre-service primary school teachers after the implementation. The results indicated that the use of storylines embedded within a context-based approach resulted in better understanding of the concepts of matter and its states. Furthermore, the approach helped pre-service teachers gain positive attitudes towards chemistry. This improved performance was also observed in the delayed test. Overall, the results showed that the intervention had considerable effects on remedying pre-service teachers’ alternative conceptions. Some suggestions are made on the implications for practice and learning.en_US
dc.language.isoEnglishen_US
dc.source.titleAsia-Pacific Forum on Science Learning and Teachingen_US
dc.subjectChemistry educationen_US
dc.subjectStorylineen_US
dc.subjectContext-based approachen_US
dc.titleEffects of storylines embedded within the context-based approach on pre-service primary school teachers’ conceptions of matter and its statesen_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage[1]en_US
dc.citation.epage[30]en_US
dc.citation.volumeNumber16en_US
dc.citation.issueNumber2en_US
dc.publisherThe Education University of Hong Kongen_US
dc.identifier.eissn1609-4913


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