Effects of storylines embedded within the context-based approach on pre-service primary school teachers’ conceptions of matter and its states
dc.citation.epage | 30 | en_US |
dc.citation.issueNumber | 2 | en_US |
dc.citation.spage | 1 | en_US |
dc.citation.volumeNumber | 16 | en_US |
dc.contributor.author | Demırcıoğlu, H. | en_US |
dc.contributor.author | Ayas, A. | en_US |
dc.contributor.author | Demırcıoğlu, G. | en_US |
dc.contributor.author | Özmen, H. | en_US |
dc.date.accessioned | 2019-01-23T14:21:52Z | |
dc.date.available | 2019-01-23T14:21:52Z | |
dc.date.issued | 2015-12 | en_US |
dc.department | Graduate School of Education | en_US |
dc.description.abstract | In 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.description.provenance | Submitted by Naile Okan (naile.okan@bilkent.edu.tr) on 2019-01-23T14:21:52Z No. of bitstreams: 1 Effects_of_storylines_embedded_within_the_context-based_approach_on_pre-service_primary_school_teachers’_conceptions_of_matter_and_its_states.pdf: 608935 bytes, checksum: 517c45d1caa0caf2fe6dd663a4af58f4 (MD5) | en |
dc.identifier.eissn | 1609-4913 | |
dc.identifier.uri | http://hdl.handle.net/11693/48284 | |
dc.language.iso | English | en_US |
dc.publisher | The Education University of Hong Kong | en_US |
dc.source.title | Asia-Pacific Forum on Science Learning and Teaching | en_US |
dc.subject | Chemistry education | en_US |
dc.subject | Storyline | en_US |
dc.subject | Context-based approach | en_US |
dc.title | Effects of storylines embedded within the context-based approach on pre-service primary school teachers’ conceptions of matter and its states | en_US |
dc.type | Article | en_US |
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