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


Sendur G.

ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES, vol.4, no.3, pp.1289-1302, 2012 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 4 Issue: 3
  • Publication Date: 2012
  • Journal Name: ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED)
  • Page Numbers: pp.1289-1302
  • Keywords: Case-based learning, Chemistry education, Gas laws, ALTERNATIVE CONCEPTIONS, METAANALYSIS, SUCCESS, ENERGY
  • Dokuz Eylül University Affiliated: No

Abstract

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.