Memorisation of Information from Scientific Movies

Pekdağ, Bülent; Maréchal, Jean‐François Le

doi:10.1007/978-1-4020-5032-9_15

Cited by 7 publications

(2 citation statements)

References 23 publications

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“…Including numerous concepts or units of knowledge or complex expressions in the same sentence adversely affects conceptual and in-depth learning since human beings have a limited visual and audial memory and can only retain a limited amount of comprehensible information (Sweller, 1988; Baddeley, Students learn a topic in-depth only if they have not been overloaded with visual and/or audial information. The knowledge imparted to students in teaching should be designed so as to avoid an overload on students' cognitive systems (Mayer, 2003) because learning/retaining is adversely affected by extreme cognitive load (Pekdag ˘and Le Mare ´chal, 2007;Winberg and Berg, 2007). Knowledge transposition that is based on intense and complex relationships leads to didactic difficulties.…”

Section: Correct Expressionmentioning

confidence: 99%

Semantic mistakes and didactic difficulties in teaching the “amount of substance” concept: a useful model

Pekdağ

Azizoğlu

2013

Chem. Educ. Res. Pract.

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Section: Correct Expressionmentioning

confidence: 99%

Semantic mistakes and didactic difficulties in teaching the “amount of substance” concept: a useful model

Pekdağ

Azizoğlu

2013

Chem. Educ. Res. Pract.

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“…The model developed by Pekdağ and Le Maréchal (2007; was utilized in analyzing the data from the first research question, "What are the opinions of the students on the concepts of science and technology?" These authors indicated that the opinions of students about a scientific concept could have been categorized through two world models: the perceptual and the restructured world models.…”

Section: Discussionmentioning

confidence: 99%

University Students’ Opinions Concerning Science-Technology-Society Issues

2016

EDUC SCI-THEOR PRACT

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Determining what students think about science, technology, and society (STS) is of great importance. This also provides the basis for scientific literacy. As such, this study was conducted with a total of 102 senior students attending a university located in western Turkey. This study utilized the survey model as a research model and the qualitative data collection method for gathering data. A questionnaire consisting of five open-ended questions was submitted to students who participated in the study. Separate categories were structured for the responses to each question. These categories were analyzed to present student-opinion profiles, and the percentages of student responses were then calculated. According to the results of this study, most students defined both the concepts of science and technology with concrete meanings. In addition, student opinions related to the significance of science and technology for society were collected under seven main categories and presented using a mind map. Separately, students were mostly of the opinion that science comes before technology. Finally, most of the students were found to see the future of science and technology as good.

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Video-based instruction on safety rules in the chemistry laboratory: its effect on student achievement

Pekdağ

2020

Chem. Educ. Res. Pract.

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This study explores the effect of video-based instruction on the safety rules in the chemistry laboratory on student achievement. The sample for the study comprised 61 ninth grade students enrolled in two different classes at a public high school. The students in the class designated as the experimental group (N = 32) were given video-based instruction on the safety rules required to be applied in the chemistry laboratory, while the other class that was designated as the control group (N = 29) was taught the same topic, but with traditional instruction. The experimental and control groups were randomly selected, and the same teacher instructed both groups. The students in both groups were administered an academic achievement test on safety rules made up of six open-ended questions as a pretest and as a posttest. The collection of the data took 3 weeks. The pretest was administered in the first week, the posttest in the third week. The data were subjected to content analysis, which was performed as qualitative analysis. It was found as a result of the analysis that the students exposed to video-based instruction showed greater improvement in their academic achievement compared to the students given traditional instruction. The results of the study provide helpful information for chemistry teachers and researchers in the field of chemistry education.

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Memorisation of Information from Scientific Movies

Cited by 7 publications

References 23 publications

Semantic mistakes and didactic difficulties in teaching the “amount of substance” concept: a useful model

Semantic mistakes and didactic difficulties in teaching the “amount of substance” concept: a useful model

University Students’ Opinions Concerning Science-Technology-Society Issues

Video-based instruction on safety rules in the chemistry laboratory: its effect on student achievement

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