Student and teacher perceptions of industrial chemistry case studies

Kesner, Miri; Hofstein, Avi; Ben‐Zvi, Ruth

doi:10.1080/0950069970190608

Cited by 22 publications

(10 citation statements)

References 7 publications

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“…Meanwhile, no significant changes were observed in the attitude scores of the students in the control group. This conclusion is in line with the outcomes of various studies on context-based learning approach in the literature (Demircioğlu, 2008;Gutwill-Wise, 2001;Henderleiter & Pringle, 1999;İlhan, 2010;Kesner, Hofstein & Ben-Zvi, 1997;King, Bellocchi & Ritchie, 2008;Koçak, 2012). Conclusions of studies on other disciplines other than chemistry also suggest that context-based learning positively affected students" attitudes towards the courses (Barker & Millar, 1999;Çam, 2008;Hırça, 2012;Kim, Yoon, Rae Ji & Song 2012;Ramsden, 1997;Reid, 2000;).…”

Section: Conclusion and Discussionsupporting

confidence: 81%

A Research on the Generative Learning Model Supported by Context-Based Learning

Ulusoy

Önen

2014

EURASIA J MATH SCI T

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This study is based on the generative learning model which involves context-based learning. Using the generative learning model, we taught the topic of Halogens. This topic is covered in the grade 10 chemistry curriculum using activities which are designed in accordance with the generative learning model supported by context-based learning. The purpose of this study was to ascertain the effects of the activities on students" motivation towards context-based chemistry learning, their attitudes towards chemistry lessons and their level of success in understanding the halogen concepts that were taught. The sample of the study consisted of 60 grade 10 students in a high school in Ankara, Turkey. The study was conducted using a pretest-posttest design with a control group of 30 students and a treatment group of 30 students. The Context-Based Chemistry Motivation Scale, the Attitudes towards Chemistry Scale and the Halogens Achievement Test were used as data collection tools in the study. The study concluded that the context-based learning activities improved students" motivation in learning chemistry and their attitudes towards the chemistry course as well as increasing their achievement levels in the test.

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Section: Conclusion and Discussionsupporting

confidence: 81%

A Research on the Generative Learning Model Supported by Context-Based Learning

Ulusoy

Önen

2014

EURASIA J MATH SCI T

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“…It was assumed that industrial chemistry has potential in educating future citizens to cope with societal and ethical issues in general and related environmental implications, in particular. In utilizing different industrial chemistry materials, as well as a wide spectrum of pedagogical interventions, it was attempted to place greater emphasis on applied chemistry; teaching takes place in an industrial socioeconomic and environmental context (Kesner, Hofstein & Ben-Zvi, 1997). As a result, a whole series of industrial case studies was developed, e.g., Bromine and its compounds (Hofstein & Kesner, 2006).…”

Section: The Israeli Perspectivementioning

confidence: 99%

Societal Issues and Their Importance for Contemporary Science Education—a Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the Usa

Hofstein

Eilks

Bybee

2011

Int J of Sci and Math Educ

Self Cite

275

215

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One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid regarding those students who, in the future, will probably not embark on a career in science or engineering but will need science and technology personally and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science is linked to those issues that are relevant to students' life, environment, and role as a citizen. As a result, many students are unable to participate in societal discussions about science and its related technological applications. This paper discusses the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported by a theoretical rationale from various sources leading to a reflection about common practices in science education in three countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed.

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“…It was determined that case studies increased students' understanding and developed defining the problem, clinical reasoning and self-learning skills. Kesner, Hofstein, and Ben-Zvi (1997) concluded that case studies provided for the undergraduate students to see the relation between chemistry topics and daily life and developed students' positive attitudes towards the course of chemistry.…”

Section: Introductionmentioning

confidence: 99%

Analitik Kimya Laboratuar Uygulamasında Örnek-Olaya Dayalı Öğrenmenin Kullanıldığı Bir Materyal Geliştirilmesi ve Öğrenci Görüşleri

Günter

Alpat

2019

Kastamonu Eğitim Dergisi

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ÖzBu çalışmanın amacı, örnek olay ve örnek-olaya dayalı öğrenmeye ilişkin öğrenci görüşlerini araştırmaktır. Örnek olay, Analitik Kimya Laboratuarı dersi suların sertliğinin belirlenmesi deneyinde etilen diamin tetra asetik asit bileşiği (EDTA) ile metal iyonlarının kompleks oluşum reaksiyonlarına dayalı kompleks oluşum titrasyonuyla ilgili olarak hazırlanmıştır. Bu betimleyici çalışmanın örneklemi, İzmir'de bir üniversitede Kimya Öğretmenliği bölümünde okuyan ikinci, dördüncü ve beşinci sınıf öğretmen adaylarından (N=23) (20-23 yaşlar arasında) oluşmuştur. 'Yapılandırılmış Görüşme Formu' veri toplama aracı olarak kullanılmıştır. Veriler, nitel analiz tekniklerinden içerik analiziyle analiz edilmiştir. Elde edilen verilere göre; öğrenciler örnek-olaya dayalı öğrenme yönteminin kapsamlı ve uygun olduğunu belirtmişlerdir. Ayrıca hazırlanan örnek olayın araştırma yapma isteklerini ve motivasyonlarını arttırarak öğrenmelerini eğlenceli hale getirdiğine dair olumlu görüşlerde de bulunmuşlardır.Anahtar Kelimeler: analitik kimya laboratuarı, öğrenci görüşleri, örnek-olaya dayalı öğrenme, suyun sertliğinin belirlenmesi AbstractThe objective of this study is to investigate students' views about the case study and case-based learning (CBL). The case study is prepared concerning the complex formation titration based on ethylene diamine tetra acetic acid compound (EDTA) and complex formation reaction of metal ions and the experiment of hardness determination in water in the Analytical Chemistry Laboratory course. The sample of this descriptive study consists of 2 nd , 4 th and 5 th grade student teachers (N=23) (ages between 20-23 years-old) studying in the department of Chemistry Teaching at a university in Izmir. 'Structured Interview Form' was used as data collection tool. The data were analyzed via content analysis, which is a qualitative analysis technique. According to the data obtained; the students stated that the CBL method was comprehensible and convenient. In addition, they had also positive views that the case study being prepared was an entertaining study building up the desire for investigation and motivation.

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Student and teacher perceptions of industrial chemistry case studies

Cited by 22 publications

References 7 publications

A Research on the Generative Learning Model Supported by Context-Based Learning

A Research on the Generative Learning Model Supported by Context-Based Learning

Societal Issues and Their Importance for Contemporary Science Education—a Pedagogical Justification and the State-of-the-Art in Israel, Germany, and the Usa

Analitik Kimya Laboratuar Uygulamasında Örnek-Olaya Dayalı Öğrenmenin Kullanıldığı Bir Materyal Geliştirilmesi ve Öğrenci Görüşleri

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