The Effect of Context-Based Chemical Equilibrium on Grade 11 Students' Learning, Motivation and Constructivist Learning Environment

Autor/inn/en	ilhan, Nail; Yildirim, Ali; Yilmaz, Sibel Sadi
Titel	The Effect of Context-Based Chemical Equilibrium on Grade 11 Students' Learning, Motivation and Constructivist Learning Environment
Quelle	In: International Journal of Environmental and Science Education, 11 (2016) 9, S.3117-3137 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Science Education; Chemistry; Conventional Instruction; Grade 11; High School Students; Mixed Methods Research; Surveys; Questionnaires; Student Motivation; Science Achievement; Student Attitudes; Program Effectiveness; Constructivism (Learning); Quasiexperimental Design; Science Tests; Foreign Countries; Scientific Concepts; Relevance (Education); Reliability; Likert Scales; Turkey + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Chemie; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Survey; Umfrage; Befragung; Fragebogen; Schulische Motivation; Schülerverhalten; Ausland; Relevance; Relevanz; Reliabilität; Likert-Skala; Türkei
Abstract	In recent years, many countries have adopted a context-based approach for designing science curricula for education at all levels. The aim of this study was to determine the effectiveness of a Context-Based Chemistry Course (CBCC) as compared with traditional/existing instruction, on 11th grade students' learning about chemical equilibrium, "motivation to learn chemistry" and "constructivist learning environment." A mixed-method research design was used. The study group consisted of 104 students in 11th grade at a public high school. "Chemical Equilibrium Achievement Test" (CEAT), "Chemistry Motivation Questionnaire" (CMQ) and "Constructivist Learning Environment Survey" (CLES) were used for quantitative data collection (as pre-test and post-test). Students' opinions about the effects of the CBCC were collected via a questionnaire. Quantitative findings showed that CBCC made a positive impact on students' achievement, motivation to learn chemistry and constructivist learning environment. Students' opinions on the implementation of CBCC showed that CBCC provided authentic applications of chemistry topics, formed relations between chemistry and daily life, concretized chemistry concepts, made concepts highly memorable, and learning more enjoyable in the courses. In summary, results showed that CBCC, compared to traditional/existing instruction, enabled students to learn chemistry concepts more effectively. (As Provided).
Anmerkungen	LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01