The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students’ Understanding of Chemical Bonding Concepts

Eymur, Gülüzar; Geban, Ömer

doi:10.1007/s10763-016-9716-z

Cited by 50 publications

(39 citation statements)

References 20 publications

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“…An outlier screening identified one study that is three SD s higher from the mean: Tarhan and Acar‐Sesen (). There are four more studies, Tarhan, Ayyıldız, Ogunc, and Sesen (), Acar and Tarhan (), Acar and Tarhan, Ayar‐Kayali, Urek, and Acar () and Eymur and Geban (), that are two SD s higher from the average. The analyses that follow have these five studies omitted except where noted.…”

Section: Resultsmentioning

confidence: 99%

Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

Rahman

Lewis

2019

J Res Sci Teach

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Investigating the effectiveness of instructional practices provides an evidence base to inform instructional decisions. Synthesizing research studies on instructional effectiveness provides an estimate of the generalizability of effectiveness across settings, along with an exploration of factors that may moderate the impact, which cannot be achieved within individual studies. This study sought to provide a synthesis of evidence‐based instructional practices (EBIPs) particular to chemistry through meta‐analysis. Ninety‐nine studies were analyzed comprising a broader view of chemistry specific studies than past meta‐analyses. The results showed that EBIPs feature a demonstrably positive impact on students' academic performance in chemistry, although assessment topic coverage and setting size emerged as relevant moderators of impact and prevented making definitive conclusions of the relative impact of each EBIP. In examining publication bias, an asymmetric distribution of studies based on standard error (SE) and effect size was found, indicative of potential publication bias. To explore the potential impact of bias, the trim and fill method was employed resulting in a range for the overall weighted effect size from 0.29 to 0.62. The study concludes that evidence‐based instructional practices have demonstrated effectiveness even in consideration of potential publication bias, as the range of effect sizes remains positive, but highlights the continued need to publish null findings in the research literature.

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Section: Resultsmentioning

confidence: 99%

Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

Rahman

Lewis

2019

J Res Sci Teach

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“…RWA method of cooperative learning is effective on success and conceptual understanding (Koc & Simsek, 2016;Okur Akcay & Doymus, 2014). Likewise, researches conducted on cooperative learning have shown that working together enables students to understand the issues better and to develop both academic and social skills (Belge Can & Boz, 2016;Eymur & Geban, 2017;Karacop & Doymus, 2013).…”

Section: Effects Of Applying Learning Methods After the Researchmentioning

confidence: 99%

“…These researches aim to determine the effectiveness of cooperative learning to academic achievement, conceptual development and collaborative working. Cooperative learning enhances academic achievement and conceptual understanding and at the same time it can be used effectively in eliminating misconceptions and misunderstandings (Belge Can & Boz, 2016;Eymur & Geban, 2017;Wang, Cheng, Chen, Mercer, & Kirschner, 2017;Warfa, Roehrig, Schneider, & Nyachwaya, 2014). Cooperative learning is a comprehensive model and has many sub-methods and techniques in practice.…”

Section: Cooperative Learningmentioning

confidence: 99%

The Effects of Model Supported Cooperative and Individual Learning Methods on Prospective Science Teachers’ Understanding of Solutions

Özdilek

Okumuş

Doymuş

2018

JBSE

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This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one-way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests.

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“…Ele reconheceu o contexto, ao perceber que os estudantes teriam dificuldade na resolução da tarefa, mas não produziu uma prática condizente com o contexto. Eymur & Geban (2016) afirmam que as estratégias de ensino que não são pautadas por teorias de ensino e aprendizagem (nesse caso a resolução por meio de regras) podem levar ao desenvolvimento de um número maior de concepções alternativas, quando comparadas a estratégias cooperativas.…”

Section: A) As Aulas Desenvolvidas Nas Escolasunclassified

“…Nesse sentido ele ressaltou o caso de uma estudante que, além de dar conta da atividade, auxiliou os demais colegas. A atividade cooperativa, já destacada por Eymur & Geban (2016), aconteceu e foi ressaltada pelo professor. Por ter uma lógica de raciocínio própria, esse professor comentou não entender a dificuldade dos estudantes.…”

Section: B) Justificando As Opções Usadasunclassified

As relações sociais que regulam a prática docente no ensino de Ligações Químicas

Quadros

Cruz

Barcelos

et al. 2017

EQPV

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Doutor em Ciências Sociais e Humanas pela Universidad Nacional de QuilmesProfessor da Universidade Estadual do Sudoeste da Bahia (UESB/Brasil) __________________________________________________________________________________ A B S T R A C TOur direct experience in a teacher training course has led us to investigate the practice of the in-training teachers and what they take into consideration (who they interact with) while conducting their classes. The analysis of relations that run through the in-training teacher practice was based on the "pedagogic device" proposed by Basil Bernstein. The in-training teachers' actions in the conduction of their classes on Chemical Bonds were the main focus of this study. The classes were planned based on contemporary teaching trends and some specific instructions which were emphasized during planning. We observed that despite the joint planning of classes, the classes were conducted in different ways by the participants. Half of the participants followed the class plan with minor changes and the other half chose to adopt a class model according to what they had learned in the teacher training course or based on their own experience as students. The investigated students validated some practices that require teacher trainers to perceive and think over. INTRODUÇÃOA Ciência Química se dedica ao estudo do mundo material, principalmente no que tange às suas propriedades, constituição e transformações. Nesse sentido, faz uso de entidades abstratas (átomos, íons, moléculas e outros) e de inúmeros conceitos científicos que contribuem para criar um imaginário de Ciência complexa e de difícil entendimento. Ao ensinar essa Ciência na escola, torna-se importante significar alguns conceitos básicos para que o estudante possa avançar no aprendizado.

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The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students’ Understanding of Chemical Bonding Concepts

Cited by 50 publications

References 20 publications

Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

The Effects of Model Supported Cooperative and Individual Learning Methods on Prospective Science Teachers’ Understanding of Solutions

As relações sociais que regulam a prática docente no ensino de Ligações Químicas

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