Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

Çam, Aylin; Geban, Ömer

doi:10.1007/s10956-010-9231-x

Cited by 30 publications

(10 citation statements)

References 15 publications

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“…The point is corroborated empirically for science content by Hoffman (2000, 2002), who investigated the impact of a new interest-guided physics curriculum, and Hulleman and Harackiewic (2009) who studied the significance for interest development of designing the science curriculum to help students make connections between course material and their lives. Similar findings within the 'neighbouring motivational concepts' (Krapp and Prenzel 2011, p. 30) of 'motivation' and 'attitude' further document the significance of personally experienced meaningfulness (Çam and Geban 2011;Choi and Cho 2002;Graeber and Lindner 2008;Guzzetti and Bang 2010;Nieswandt and Shanahan 2008;Walczak and Walczak 2009). From an educational point of view, maintained situational interest is the real topic of concern in comparison with triggered situational interest because of its long-term significance for student engagement with content.…”

Section: Situational Interestmentioning

confidence: 58%

Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students’ Situational Interest and Participation in Learning Communication

Dohn

2017

Res Sci Educ

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The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students' lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities whilst at the same time creating barriers to communication. These barriers are due to distractions, ethical issues and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as educational platform is not clearly good or bad.

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Section: Situational Interestmentioning

confidence: 58%

Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students’ Situational Interest and Participation in Learning Communication

Dohn

2017

Res Sci Educ

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“…Literatures show that learning objectives and learning outcomes follow more than two dozen taxonomies that have been developed to define the domains of learning, development, and cognition [18]. However, most of them were all based on Bloom's classic Taxonomy developed in 1956 [19] as shown in Fig.…”

Section: Resultsmentioning

confidence: 99%

Teaching Chemistry with Computers

Fan¹,

Heads²,

Tran³

et al. 2015

IJIET

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Abstract-With a new generation of undergraduate students who are savvy with technologies and computers, coupled with the advancements in computer hardware and software development, the learning curve of computational chemistry is diminishing. We demonstrate various modules that can be used not only to illustrate the difficult concepts in chemistry education, but also to provide the hands-on experience that allow students to generate their own data and conclusions.

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“…The student's role in the learning process has been examined from many different points of view in recent decades (Sandoval and Harven, 2011). Students' motivations, beliefs, and perceptions are variables or constructs that form the foundation of their learning processes (Schommer, 1990; Schommer et al, 1997; Sandoval, 2005; Koballa and Glynn, 2007; Çam and Geban, 2011; Chan, 2011). These constructs, also known as students' characteristics, can be defined as the way in which students conceptualize and relate to the learning process and are assumed to affect their learning and achievements (Nolen, 1988; Wolters, 2004; Mattern, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Although some students' characteristics, particularly their epistemological beliefs, attitudes, and perceptions, have been investigated in some disciplines, most studies have focused on assessing these characteristics in the context of teaching or learning activities at different levels of education or other aspects of science learning (Schommer, 1990; Schommer et al, 1997; Koballa and Glynn, 2007; Çam and Geban, 2011; Chan, 2011; Sandoval and Harven, 2011). On the other hand, medical education research has been focused, particularly during the past three decades, on basic research in medical expertise, problem‐based learning, performance assessment, continuing education, and the assessment of practicing physicians (Norman, 2002).…”

Section: Introductionmentioning

confidence: 99%

Reception learning and self‐discovery learning in histology: Students' perceptions and their implications for assessing the effectiveness of different learning modalities

Campos-Sánchez

Martín-Piedra

Carriel

et al. 2012

Anatomical Sciences Ed

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Two questionnaires were used to investigate students' perceptions of their motivation to opt for reception learning (RL) or self-discovery learning (SDL) in histology and their choices of complementary learning strategies (CLS). The results demonstrated that the motivation to attend RL sessions was higher than the motivation to attend SDL to gain new knowledge (P < 0.01) and to apply this acquired knowledge to diagnosis (P < 0.01), therapy (P < 0.01), and research (P < 0.05). Students also showed a stronger preference for RL based on motivations related to leadership (P < 0.01) and competition (P < 0.01), although the rates were very low in both cases (≤ 1.9 ± 1.1). Statistically significant differences were found between male and female students for leadership (higher in males), responsibility (higher in females), and acquiring new knowledge (higher in females only in RL). This study's findings for students' preferred CLS strategies suggested a greater need for additional complementary resources after RL than after SDL (P < 0.01). In conclusion, RL was associated with a greater need for complementary training resources such as textbooks, atlases, the internet, audiovisual media, and tutorials, whereas SDL was associated with a greater need to orient teaching and training toward medical practice. These results suggest the need to reorient both types of learning processes to enhance their effectiveness in teaching histology, especially in the case of SDL, which should place more emphasis on clinically oriented knowledge.

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Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

Cited by 30 publications

References 15 publications

Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students’ Situational Interest and Participation in Learning Communication

Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students’ Situational Interest and Participation in Learning Communication

Teaching Chemistry with Computers

Reception learning and self‐discovery learning in histology: Students' perceptions and their implications for assessing the effectiveness of different learning modalities

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