Development and Application of 7e Learning Model Based Computer-Assisted Teaching Materials on Precipitation Titrations

Kunduz, Nazan; Seçken, Nilgün

doi:10.33225/jbse/13.12.784

Cited by 11 publications

(7 citation statements)

References 22 publications

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“…Also, virtual chemistry laboratories offer an alternative to real laboratories and can be used for prereal experimentation. This was also confirmed by several articles using VDL, which were meta-analyzed in this study. ,,,,− …”

Section: Discussionsupporting

confidence: 85%

Effective Pedagogical Approaches Used in High School Chemistry Education: A Systematic Review and Meta-Analysis

et al. 2023

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This article systematically reviews the pedagogical approaches adopted in high school chemistry education with the aim of highlighting the most effective evidence-based instructional practices reported in the literature. For this, a meta-analysis of 35 pedagogical approaches is analyzed, and their effect sizes (Cohen’s d) are compared in terms of students’ learning performance. In comparison to the traditional teaching approach, the data confirmed the effectiveness of using various teaching strategies in chemistry education toward student accomplishment. The results indicate that, in general, deploying chemistry education practices in secondary education improves student learning compared to control settings (d = 1.06). Furthermore, this impact is considerably stronger when the problem-based learning approach (d = 3.35) is adopted. Therefore, according to the meta-analytical evaluation, embracing various learning paths through creative teaching promotes academic achievement. In terms of instructional quality, the findings provide a comprehensive picture of recent educational practices in chemistry instruction, which will serve as the foundation for future educational changes. We believe the results of this study will promote a progression of intimation to evolve the current high school chemistry practices and pave the direction for future research in chemistry education.

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Section: Discussionsupporting

confidence: 85%

Effective Pedagogical Approaches Used in High School Chemistry Education: A Systematic Review and Meta-Analysis

et al. 2023

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“…The result is that in the literature concluded similar results that the materials developed in accordance with the 7E model are effective in increasing the academic achievement of the students in their studies (e.g. Kunduz & Secken, 2013;Marbach-Ad et al, 2008;Polyiem et al, 2011;Siribunnam & Tayraukham, 2009).…”

Section: Discussionsupporting

confidence: 64%

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

Mekonnen,

Yehualaw,

Mengistie

et al. 2024

JPR

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While computer animations have the potential to assist learners in understanding difficult concepts and eliminating misconceptions, studies supporting this claim are scarce. This study investigated how the 7E instructional model integrated with computer animations affected students' conceptual understanding and misconceptions about food making and plant growth. Experimental groups were taught the 7E learning cycle model [7E LCM], and 7E LCM with computer animation [CA] while the control group was taught the conventional instruction method. A two-tiered conceptual understanding multiple-choice test and semi-structured interviews were used to collect the data. ANOVA analysis revealed no significant differences between groups or genders in pre-food making and growth in plant conceptual understanding [pre-FMGPCU] and pre-misconceptions test scores [pre-MC]. There were, however, significant differences in post-FMGPCU and post-MC mean scores, with the 7E LCM with CA showing better results in improving conceptual understanding and minimizing misconceptions. MANOVA revealed no statistically significant difference between male and female students' post-FMGPCU and post-MC results. It was concluded that the 7E LCM with CA enhances students' conceptual understanding and minimizes misconceptions more effectively than other instructional approaches. It is recommended that similar designs be used in biology teaching.

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“…PE is also considered a primary attitude factor for secondary school teachers' acceptance of a digital learning environment (Pynoo et al, 2011). It seems that in order to support the use of EduSW in teaching, it is necessary to improve teachers' attitudes to this technology, which can be achieved by providing evidence of a real positive effect on teaching performance, such as software efficiency research (e.g., Kunduz & Secken, 2013;Tatli & Ayas, 2013), seminars with examples of good practice, success stories, etc. (González-Sanmamed et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Differences in Chemistry Teachers’ Acceptance of Educational Software According to Their User Type: An Application of Extended Utaut Model

Chroustová

Šorgo

Bílek

et al. 2022

JBSE

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In this research, a model to determine chemistry teachers’ acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structural equation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for ‘current users’ of educational software, the influence of facilitating conditions on current users’ use of educational software behavioural intention is stressed. In addition, non-planning users’ behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers’ acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence. Keywords: chemistry teachers’ motivation, educational software use, secondary education, technology acceptance

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Development and Application of 7e Learning Model Based Computer-Assisted Teaching Materials on Precipitation Titrations

Cited by 11 publications

References 22 publications

Effective Pedagogical Approaches Used in High School Chemistry Education: A Systematic Review and Meta-Analysis

Effective Pedagogical Approaches Used in High School Chemistry Education: A Systematic Review and Meta-Analysis

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

Differences in Chemistry Teachers’ Acceptance of Educational Software According to Their User Type: An Application of Extended Utaut Model

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