The Effects of Problem Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds
Yazarlar (2)
Cemal Tosun Bartın Üniversitesi, Türkiye
Prof. Dr. Erdal ŞENOCAK Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SCOPUS dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Australian Journal of Teacher Education | ||
| Dergi ISSN | 1835-517X Dergi Bilgileri (2013) | ||
| Dergi Tarandığı Indeksler | ESCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2013 |
| UAK Araştırma Alanları |
Kimya Eğitimi
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| Özet |
| The aim of this study was to reveal the effects of Problem-based Learning (PBL) on the metacognitive awareness and attitudes toward chemistry of teacher candidates with different academic backgrounds. The study was carried out on one group using both pre-and post-test experimental studies. The findings of the study were obtained through quantitative approaches. The sample of the study was 70 first-year undergraduate students at a state university in Turkey taking General Chemistry/General Chemistry-II classes. The study was implemented during the spring semester of the 2011-2012 academic years and for a period of 20 hours. Quantitative data was obtained using the Metacognitive Awareness Inventory and the Chemistry Attitude Scale. Two dependent sample t-tests were used for the pre-and post-test comparisons. The findings showed that PBL was more effective in developing metacognitive awareness … |
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