Effect of case studies on primary school teaching students' attitudes toward chemistry lesson

Çalışmanın amacı, sınıf öğretmenliği Öğrencilerinin kimya dersine yönelik tutumlarında örnek olay çalışmalarının etkisini araştırmaktır. Çalışma; Türkiye'deki bir üniversitenin Sınıf Öğretmenliği Bötiimü'nün 1. sınıfında öğrenim gören 63 öğrenciyle gerçekleştirilmiştir. Maddenin Özellikleri ve Halleri, Elementler ve Bileşikler, Çözeltiler ve Karışımlar, Fiziksel ve Kimyasal Değişimler, Kimyasal Tepkimeler, Asitler ve Bazlar, Çözünürlük ve Çökelme konulan, örnek olay çalışmalarıyla işlenmiştir. Çalışmada tek grup öntest-sontest deneysel desen kullanılmıştır. Veri toplama aracı olarak, öğrencilerin ön ve son tutumlarını belirleme amacıyla Kimya Dersine Yönelik Tutum Ölçeği uygulanmıştır. Ölçeğin analiz sonuçlun; örnek olay çalışmalarına dayalı kimya eğitiminin, sınıf öğretmenliği öğrencilerinin kimya dersine yönelik önemli ölçüde olumlu tutumlara sahip olduklarını göstermiştir.

Sınıf öğretmenliği öğrencilerinin kimya dersine yönelik tutumlarında örnek olay çalışmalarının etkisi

The purpose of this study was to investigate the effect of case studies on 'Primary School Teaching students' attitudes toward chemistry lesson. The study was conducted on 63 freshmen from Department of Primary School Teaching at a university in Turkey. The students were taught using case studies about the subjects of Properties and Stales of Matter, Elements and Compounds, Solutions and Mixtures, Physical and Chemical Changes, Chemical Reactions, Acids and Bases. Solubility and Precipitation, in the study, one group pre-test and post-test experimental design was used. As the tool of supplying data. Attitude toward Chemistry Lesson Scale was applied to determine students' pre and post attitudes. The results of analyzing the scale showed that chemistry education based on case studies caused significantly positive attitudes toward chemistry lesson.

PDF

___

Acar, B., & Tarhan, L. (2008). An active (earning application based on constructivism for the subject of "acid and bases" in high school chemistry lesson. Doctoral Dissertation, University of Dokuz Eylttl.
Acar Sesen, B., & Tarhan, L. (2011). Inquiry-based laboratory activities in electrochemistry: High School Students7 Achievements and Attitudes. Research in Science Education, DO! 10.1007/s 11165-011 -9275-9.
Aiken, L. R. (1979). Attitudes toward mathematics and science in Iranian middle schools. School Science and Mathematics, 79 (3), 229-234.
Arambula-Greefield, T. (1996). Implementing problem-based learning in a college science class. Journal of College Science Teaching. 26 (I), 26-30.
Barden. L. M., Frase. A. P., & ICovac, J. (1997). Teaching scientific ethics: A case studies approach. The American Biology Teacher. 59 (1), 12-14.
Barnes. G.. Mclnerney, D. M., & Marsh, H. W. (2005). Exploring sex differences in science enrolment intentions: An application of the general model of academic choice. Australian Educational Researcher. 32 (2), 1-23.
Barnet, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and Teacher Education, 14 (1) 81-93.
Bennett, J., Rollnick, M., Green, G., & White, M. (2001). The development and use of an instrument to assess students' attitude to the study of chemistry. International Journal of Science Education, 23 (8), 833-845.
Berberoğlu, G., & Çahkoğlu, G. (1992). The construction of a Turkish computer attitude scale. Studies in Educational Evaluation, 24, 841-845.
Can. Ş. ve Harmandar, M. (2004). Fen Bilgisi Öğretmenliği ve Sınıf Öğretmenliği öğrencilerinin kimyasal bağlar konusundaki kavramsal yanılgıları. İnonu Üniversitesi Eğitim Fakültesi Dergisi, 5 (8).
Conant, .1. (1957). Hanvard case histories in experimental science. Camridge, MA; Harvard University Press.
Cliff, W. H., & Curtin, L. N. (2000). The directed case method: Teaching concept and process in a content-Rich Course. Journal of College Science Teaching, 30 (1). 64-66,
Çakır, S., Berberoğlu, G. ve Alparslan, P. (2001). Örnek olaya dayalı öğrenim yönteminin onuncu sınıf öğrencilerinin sinir sistemi iinitesindeki başarılarının etkisi. Fen Bilimleri Eğitim Sempozyumu, Maltepe Üniversitesi, İstanbul. 126-13
Dhindsa, H. S., & Clıung, G. (1999). Motivation, anxiety, enjoyment and values associated with chemistry learning among form 5 Bruneian students. Paper presented at the MERA-ERA joint conference, Malacca, Malaysia.
Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34 (4), 343-357.
Gabel C. (1999). Using ease studies to teach science. National Association for Research in Science Teaching National Conference, Boston, Massachusetts.
Greenfield, T. A. (1996). Gender, ethnicity, science achievement, and attitudes. Journal of Research in Science Teaching, 33, 901-933.
Guilfoile, P. (1999). Two case studies in the scientific method. The American Biology Teacher, 61 (4), 259-263.
Harvey, T. J., & Slables. A. (1986). Gender differences in attitudes to science for third year pupils: An argument for single-sex teaching groups in mixed schools. Research in Science and Technological Education, 4 (2), 163-170.
Herreid, F. C. (1994). Cased studies in science - A novel method of science education. Journal of College Science Teaching, 23, 221-229.
Hewson. M. G.. & Hewson, P. W. (i983). Effect on instruction using students' prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20, 731-743.
Mofstein. A.. Bcn-Zvi. R.. Samuel. D.. & Tamir. P. (1977). Altitudes of Israeli high-school students toward chemistry and physics: A comparative study. Science Education, 61 (2), 259-268.
Mofstein, A., & Lunetta. V. N. (1982). The role of the laboratory in science teaching: neglected aspects of research. Review of Educational Research, 52. 201-217.
House. J. D., & Prison S. K. (1998). Student attitudes and academic background as predictors of achievement in college English. Journal of Instructional Media. 25 (I), 29-43.
Jones, M. A. (1997). Use of a classroom jury trial to enhance students7 perception of science as part of their lives. Journal of Chemical Education. 74(5), 537.
Jurisevic. M.. Glazar, S. A., Razdevsek Pucko C.. & Devetak. 1. (2008). Intrinsic motivation of pre-service primary school teachers for learning chemistry in relation to their academic achievement. International Journal of Science Education, 30, 87-107.
Koballa. T. R. (1988). Attitude and related concepts in science education. Science Education, 72, 115-126.
ICoballa, Jr., T. R., Crawley, F. E„ & Shrigley. R. L. (1990). A summary of science education-1988. Science Education, 74, 369-381.
Kruger, C. J., & Summers. M. K. (1989) An investigation ot some primarv teachers' understanding of change in materials. School Science Review, 71 (255), 17-27.
Krynock, K. B., & Robb, L. (1996). Is problem-based learning a problem for your curriculum? Illinois School Research and Development Journal, 33(1), 21-24.
Levin. T., Sabar. N., & Libman, Z. (1991). Achievements and attitudinal pat terns of boys and girls in science. Journal of Research in Science Teaching, 28 (4), 3 15-328.
Marx. R. W.. Blumenfeld. P. C.. Krajcik. J. S„ Fishman, B., Soloway. E., Geier. R.. & TaL. R. T. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41: 1063-80.
Menis, J. (1989). Attitudes towards school, chemistry and science among upper secondary chemistry students in the United States. Research in Science t£ Technological Education. 7 (2), 183-190.
National Research Council. (2005). How students learn: Science in the classroom. Washington. DC: The National Academy Press.
Oliver, J. S., & Simpson. R.D. (1988). Influences of attitude toward science, achievement motivation and science self concept on achievement in science: A Longitudinal Study Science Education, 72 (2), 143-155.
Özden, M. (2009). Science Student Teachers ideas of Atoms and Molecules: Lfshig Drawings as a Research Method. Education, 129 (4). 635-642.
Papageorgiou. G.. & Sakka, D. (2000), Primary school teachers' views of fundamental chemical concepts. Chemistry Education. Research and Practice in Europe, 1 (2), 237-247.
Salta. K.. & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88, 535-547.
Sanger, M. J. (2000). Addressing student misconceptions concerning electron How in aqueous solutions with instruction including computer animations and conceptual ehaime strategies. International Journal of Science Education, 22, 521-537.
Schwartz. R. W., & Burget, J. E. (1997). Problem-based learning and performance-based testing: Effective Alternatives for undergraduate surgical education and assessment of student performance. Medical Teacher. 19 (1), 19-23.
Shannon, A. G., Sleet, R. J., & Stern. W. (1982). School students' attitudes to science subjects. Australian Science Teachers Journal, 28(1), 77-82.
Singer, J., Marx. R. W., Krajcik, J. S., & Chambers, .1. C. (2000). Constructing extended inquiry projects: Curriculum materials for science education. Educational Psychologist, 35: 1 -23.
Soyibo, K. (İ985). A comparison of selected lagos students' attitudes to and performance on a biology test. 335-351. In: Education İn Lagos Slate. An Overview: Selected Papers from a Conference on Education Development in Lagos State held at Lagos State University, 2-4. April. F. Obanya and O. Odubunmi (Eds.).
Slavy, R. (1991). Using analogy to overcome misconceptions about conservation of matter. Journal of Research in Science Teaching, 28, 305-313.
Steinl camp, M. W., & Maehr, M. L. (1984). Gender differences in motivational orientations toward achievement in school science: A quantitative synthesis. American Educational Research Journal, 21(1), 39-54.
Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
Wilson, V. L. (1983). A Metal-Analysis of the relationship between science and achievement and science attitude: kindergarten through college. Journal of Research in Science Teaching. 20 (9): 839-885.