The effects of case-based learning on freshmen students' chemistry achievement

Sendur G.

ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES, cilt.4, sa.3, ss.1289-1302, 2012 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 4 Sayı: 3
  • Basım Tarihi: 2012
  • Dergi Adı: ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED)
  • Sayfa Sayıları: ss.1289-1302
  • Anahtar Kelimeler: Case-based learning, Chemistry education, Gas laws, ALTERNATIVE CONCEPTIONS, METAANALYSIS, SUCCESS, ENERGY
  • Dokuz Eylül Üniversitesi Adresli: Hayır

Özet

The aim of this study was to investigate the effectiveness of case-based learning (CBL) instruction related to gas laws on freshmen students' chemistry achievement. Sixty-two first-year students enrolled in a general chemistry course in the engineering faculty of a state university in Turkey participated in this study. Students were assigned randomly to experimental (N = 32) and control group (N = 30). While CBL instruction was applied in the experimental group, traditional instruction was followed in the control group. Research data were collected by Gas Laws Achievement Test (GLAT) and semi-structured interviews. The results of the study revealed that CBL instruction produced greater achievement in the understanding of gas laws than traditional instruction. In addition, the analysis of interviews indicated that students in the experimental group could relate gas laws between daily life examples more easily than the control group students could.