The Effect of a Teaching Material Developed Based on “React” Strategy on Gifted Students’ Achievement

Demircioğlu, Hülya

doi:10.7822/egt117

Cited by 7 publications

(7 citation statements)

References 16 publications

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“…When the above findings are evaluated in general, it is seen that similar or different results have been reached in the studies conducted in the field of biology. It is also seen Sergün Kaya, Şeyda Gül THE EFFECT OF REACT STRATEGY-BASED INSTRUCTION ON 11 TH GRADE STUDENTS' ATTITUDES AND MOTIVATIONS that the number of studies is quite limited (Demircioğlu, Vural, & Demircioğlu, 2012;Gül et al, 2017). Therefore, the existence of a small number of studies towards the effect of the REACT strategy on teaching biology subjects appears to be a need to investigate the effect of this method on affective characteristics.…”

Section: Figure 1: Stages Of React Strategymentioning

confidence: 99%

The Effect of React Strategy-Based Instruction on 11th Grade Students' Attitudes and Motivations

Kaya

Gül

2021

EJES

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The aim of this research is to examine the effect of REACT (relating, experiencing, applying, cooperating, transferring) strategy-based instruction on 11th grade students' attitudes towards biology science and biology course and their motivation towards context-based biology. The research was used quasi-experimental method. The sample of the research consisted of 50 students attending to the 11th grade of a randomly determined public school. The 'Biology Science and Course Attitude Scale' and 'Context-Based Biology Motivation Scale' was used as data collection tools. Descriptive statistics (arithmetic mean, standard deviation etc.), independent samples t-tests and ANCOVA analysis were used in the analysis of the data. According to the findings, statistically significant differences emerged in favour of the experimental group between the pre-test and post-test scores obtained from the students' attitude and motivation scales, and these findings were interpreted as the positive effect of REACT strategy-based teaching on these variables. Article visualizations:<img src="/-counters-/edu_01/0765/a.php" alt="Hit counter" />

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Section: Figure 1: Stages Of React Strategymentioning

confidence: 99%

The Effect of React Strategy-Based Instruction on 11th Grade Students' Attitudes and Motivations

Kaya

Gül

2021

EJES

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“…WAT is a technique which is used to reveal the concepts and the associations between concepts in students' minds, also can be used at the beginning and/or end of the learning-teaching process for identification purposes in determining readiness and for diagnostic purposes in monitoring conceptual change and development (Hastürk, 2017). Studies in the literature also point out that WAT is a technique usable in determining prior knowledge and in evaluating teaching as a pre-test and post-test, or in determining misconceptions (Ercan, Taşdere, & Ercan, 2010;Demircioğlu, Vural, & Demircioğlu, 2012;Derman & Eilks, 2016;Nakiboglu, 2008).…”

Section: Introductionmentioning

confidence: 99%

Cognitive Structures and Misconceptions with a Thematic Framework: The Case of Chemical Bonding

Şen

Varoğlu²,

Yılmaz

2019

Journal of Education and Future

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This study aims to investigate undergraduate students' cognitive structures and determinate misconceptions about chemical bonding phenomena. On the other hand, the study achieves to recommend an alternative technique for the evaluation of Word Associations Tests (WAT). The study was carried out with the participation of first year studens; 141 from engineering faculty and 73 from medical sciences faculty of a foundation university in the spring semester of 2017-2018 academic year. WAT about chemical bonds prepared by the researchers was used as a data collection tool. Content analysis were used to analyze the data. The students' responds to the key words given to them were divided into themes and cutoff technique was used according to the themes distinguished. In this context, students' cognitive structures related to chemical bonds were determined within the framework of themes. It has been determined that the students' WAT results regarding to chemical bonding, which supported with concept maps within the framework of the themes, provides convenience in determining the misconceptions because of reflects the concepts and the relationships between the concepts more clearly. In consequence, it is suggested that the new technique of evaluation recommended could be used in prospective studies.

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“…In chemistry education, there are some studies that used context-based learning approach in the heat-temperature (Aktaş, 2013), periodic table (Demircioğlu, Demircioğlu & Çalık, 2009;Bennett, Gräsel, Parchmann & Waddington, 2005), electrochemistry (Belt, Leisvik, Hyde & Overton, 2005;King, Bellochi & Ritchie, 2008), chemical reactions (Barker & Millar, 1999); chemical bonds (Barker & Millar, 2000;Ekinci, 2010), chemical thermodynamics (Barker & Millar, 2000;Holman & Pilling, 2004;Belt, Leisvik, Hyde & Overton, 2005;Çiğdemoğlu & Geban, 2015), acids and bases (Ültay & Çalık, 2011;Demircioğlu, Vural & Demircioğlu, 2012), chemistry in our lives (Kutu & Sözbilir, 2011) and physcial and chemcal change (Demircioğlu, Dinç & Çalık, 2013). But a study which used the REACT strategy, a way of implementing the context-based learning (CBL) approach is not found in alkanes topic.…”

Section: Introductionmentioning

confidence: 99%

12. Sınıf Öğrencilerinin REACT Stratejisini Temel Alan Alkanlar Çalışma Yaprağına Yönelik Görüşleri

Karsli¹,

Yiğit²

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The aim of this study is to identify 12 th grade students' views about developed an alkanes worksheet based on the Relating, Experiencing, Applying, Cooperating and Transferring (REACT) strategy of context based learning (CBL) approach. Because the researcher acted as a teacher to improve his students' conceptual understanding of the alkanes subject, the present research was carried out within action research design. The sample of the study consisted of 20 grade 12 students in Ordu-Gölköy Fatih Anatolian High School in 2014-2015 academic year. To collect data, semi-structured interviews were conducted with 6 students, one volunteer from each group, to probe their views of the alkanes worksheet and its implementation. The interview data were analyzed through content analysis by creating themes and codes. The results revealed that the alkanes worksheet based on the REACT strategy facilitated student' learning of the subject. In view of the grade 12 students, it can be deduced that the alkanes worksheet connected school knowledge with the daily life situations, made chemistry lessons interesting, appeal, and motivating.

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The Effect of a Teaching Material Developed Based on “React” Strategy on Gifted Students’ Achievement

Abstract: Özet: Son yıllarda eğitimin kalitesini arttırmak için Bağlam Temelli

Cited by 7 publications

References 16 publications

The Effect of React Strategy-Based Instruction on 11th Grade Students' Attitudes and Motivations

The Effect of React Strategy-Based Instruction on 11th Grade Students' Attitudes and Motivations

Cognitive Structures and Misconceptions with a Thematic Framework: The Case of Chemical Bonding

12. Sınıf Öğrencilerinin REACT Stratejisini Temel Alan Alkanlar Çalışma Yaprağına Yönelik Görüşleri

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