Experimental Learning Model in Chemistry Laboratory and Its Effects on Metacognitive Learning Strategies

Alkan, Fatma

doi:10.30703/cije.333563

Cited by 4 publications

(1 citation statement)

References 31 publications

(8 reference statements)

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“…Making these meetings has always been a challenge for most educationists. The individual characteristics of learners and their environment must be emphasized so that appropriate teaching instructions, which also entail the correct content, can be applied (Alkan, 2016).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

IMRJ

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The study was an attempt to determine the effects of metacognitive strategies on integrated science process skills. The learning modalities of the respondents as accommodators, convergers, divergers, and assimilators and their initial level of Integrated Science Process Skills were identified. The Integrated Science Process Skills were controlling variables, defining operationally, formulation of hypotheses, interpretation of data, experimentation, and formulation of models. Using an experimental design of research, it involved the 72 Grade 11 students in San Bartolome Integrated High School, San Pablo City during the Academic Year 2019-2020. Survey questionnaires for learning modalities, integrated science process skills test and metacognitive instructional plans were utilized to gather the data. Results revealed that there was a significant difference in the pre and post-test scores within the PLAN group in terms of all the integrated science process skills of the learners while controlling variables and formulation of hypotheses were not significantly different for the RT group. For the difference of pretest scores between groups, no significant differences were noted and all skills were different except for controlling variables and formulation of models for the post-test scores difference.

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Section: Introductionmentioning

confidence: 99%

Untitled

2022

IMRJ

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Investigating the Effects of Materials Supported With Poe (Prediction-Observation-Explanation) Method on High School Students Metacognition Awareness

Karadeniz

Altundağ

Yücel

2020

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı, 9. sınıf kimya dersi öğretim programında yer alan "maddenin hâlleri" konusunda tahmin et -gözleaçıkla (TGA) yöntemine uygun çalışma yaprakları geliştirmek ve çalışma yaprakları yardımıyla yapılan TGA etkinliklerinin öğrencilerin üst bilişsel farkındalıklarına etkisini incelemektir. Araştırmanın çalışma grubunu 2016-2017 eğitim-öğretim yılında Ankara Mehmet Rüştü Uzel Mesleki Anadolu Lisesinde 9. sınıf şubesinde öğrenim gören 99 öğrenci oluşturmaktadır. Araştırma bir karma yöntem çalışmasıdır. Araştırmanın nicel kısmı ön test -son test deney ve kontrol gruplu desen kullanılarak gerçekleştirilirken, nitel kısmı ise odak grup görüşmesi tekniği ile yürütülmüştür. Araştırmada veri toplama aracı olarak Bilişötesi Farkındalık Envanteri kullanılmıştır. Öğrencilerin Biliş Ötesi Farkındalık Envanteri ve alt boyutlarından elde ettikleri puanların analizleri için betimsel istatistikler, çok değişkenli varyans analizi (MANOVA) ve bağımlı gruplar t testi uygulanmıştır. Araştırmanın sonucunda TGA yöntemine göre hazırlanmış etkinliklerin deney grubundaki öğrencilerin iki alt boyut haricinde (prosedürel bilgi -değerlendirme) diğer tüm alt boyutlarla karakterize edilen üst bilişsel farkındalıklarını arttırdığı sonucuna varılmıştır. Odak grup görüşmesiyle ortaya çıkan sonuçların hangi ölçüde nicel sonuçları açıkladığı değerlendirilmiş ve yorumlanmıştır.

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An analysis of preservice teachers’ scientific attitude in analytical chemistry laboratory with experiential learning

Alkan

2023

MGC

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The aim of this study is to examine in detail the effect of experiential learning in analytical chemistry laboratory on preservice teachers’ scientific attitudes and to examine their views on the qualitative analysis in analytical chemistry laboratory. The study group consisted of 27 preservice chemistry teachers. The study was designed by mixed method. The scientific attitude scale and note to self-form were used as data collection tools. From the results, it was observed that the scientific attitudes of preservice chemistry teachers increased significantly. When the scores in the sub-dimensions of the scientific attitude scale are compared, it is noteworthy that there is a significant difference in the third dimension “being a scientist or working in a job.” According to the note to self-form preservice teachers’ notes were categorised as cognitive field note, sensory field note, and psychomotor field note.

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Experimental Learning Model in Chemistry Laboratory and Its Effects on Metacognitive Learning Strategies

Abstract: This paper was checked for plagiarism using iThenticate during the preview process and before publication. / Bu çalışma ön inceleme sürecinde ve yayımlanmadan önce iThenticate yazılımı ile taranmıştır.

Cited by 4 publications

References 31 publications

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Untitled

Investigating the Effects of Materials Supported With Poe (Prediction-Observation-Explanation) Method on High School Students Metacognition Awareness

An analysis of preservice teachers’ scientific attitude in analytical chemistry laboratory with experiential learning

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