A Study on Teaching Gases to Prospective Primary Science Teachers through Problem Based Learning
Yazarlar (3)
Prof. Dr. Erdal ŞENOCAK Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Yavuz Taşkesenligil Atatürk Üniversitesi, Türkiye
Mustafa Sözbilir Atatürk Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Research in Science Education (Q2) | ||
| Dergi ISSN | 0157-244X Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 07-2007 |
| Kabul Tarihi | 18-08-2006 | Yayınlanma Tarihi | 07-11-2006 |
| Cilt / Sayı / Sayfa | 37 / 3 / 279–290 | DOI | 10.1007/s11165-006-9026-5 |
| Makale Linki | https://link.springer.com/10.1007/s11165-006-9026-5 | ||
| Özet |
| The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s performance evaluation scale (TPES) and … |
| Anahtar Kelimeler |
| Attitudes | Chemistry | Conventional teaching | Gases | Problem-based learning | Science teacher education | Self-directed learning |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 138 |
| Web of Science | 41 |