Designing and Evaluating an Evidence-Informed Instruction in Chemical Kinetics

Autor/inn/en	Cakmakci, Gultekin; Aydogdu, Cemil
Titel	Designing and Evaluating an Evidence-Informed Instruction in Chemical Kinetics
Quelle	In: Chemistry Education Research and Practice, 12 (2011) 1, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C1RP90004H
Schlagwörter	Experimental Groups; Control Groups; Quasiexperimental Design; Intervention; Educational Theories; Kinetics; Foreign Countries; Science Teachers; Conventional Instruction; Comparative Analysis; Preservice Teachers; Scientific Concepts; Chemistry; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Kinetik; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	We have investigated the effects of a teaching intervention based on evidence from educational theories and research data, on students' ideas in chemical kinetics. A quasi-experimental design was used to compare the outcomes for the intervention. The subjects of the study were 83 university first-year students, who were in two different classes in a 4-year pre-service science teacher-training programme in Turkey. During teaching, an "evidence-informed instruction" was applied in the experimental group whereas "traditional instruction" was followed in the control group. Students' understandings of chemical kinetics were elicited through a series of written tasks and individual interviews. The results showed that while there was no significant difference in students' understandings in chemical kinetics in the two groups on the pre-test, in the post-test the students in the experimental group achieved significantly higher learning gains in chemical kinetics than did the students in the control group. Moreover, in response to teaching, students in the experimental group were more likely to use their knowledge consistently across different contexts (average 63.1%) than students in the control group (average 19%). The significance of these findings for further research, and for policy and practice relating to science teaching, are discussed. (Contains 7 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10