SavedAdd your journal

Journals / The Turkish Online Journal of Distance Education / 2008 / Cilt: 9 - Sayı: 2

The Effect of Web-Based Project Applications on Students’ Attitudes Towards Chemistry

İnci MORGİL
HATİCE GÜNGÖR SEYHAN
Evrim ALSAN URAL
SENAR TEMEL
Pages
222–238
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Also a relationship between students’ attitudes and performance has been examined by using regression analyze.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Students perform intensive web-based applications during their education.
📊
Key Findings & Data:In this study, the effect of web based project applications on students’ attitudes towards chemistry has been investigated. 42 students attending Hacettepe University, Faculty of Education, and Department of Chemistry Education have been participated in these applications.
💡
Conclusion & Impact:Also a relationship between students’ attitudes and performance has been examined by using regression analyze.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Students perform intensive web-based applications during their education. One of these is project-based application. In this study, the effect of web based project applications on students’ attitudes towards chemistry has been investigated. 42 students attending Hacettepe University, Faculty of Education, and Department of Chemistry Education have been participated in these applications. Attitude Scale towards Chemistry has been administered before and after applications. The application has been started with displaying the chosen simulation experiments with the computer program called CCI-Project (Creative Chemistry on the Web) ETH (Eidgenossische Technische Hochschule-Zurich). When the simulation experiments have been displayed, students have been assigned in groups of 3-4 randomly. Totally 11 Web Based Projects have been prepared. Each of the teams has determined a project question related to their given simulation experiment. When teams have completed their projects, they have presented them by using power-point. Researchers have videotaped project presentations. After presentations, project presentations have been displayed consecutively and discussed in class. Researchers have evaluated each team’s projects by “Project Sufficiency Form”. While students’ scores of Project Sufficiency Form have been accepted as their project performance, both their final grades and project performance score have been accepted as student performance. Using paired-samples t-test has compared pre- and post-test results of attitude scale and a statistical difference has been found. Also a relationship between students’ attitudes and performance has been examined by using regression analyze.

🔖

Cite This Article

MORGİL, İ., SEYHAN, H. G., URAL, E. A., TEMEL, S. (2008). The Effect of Web-Based Project Applications on Students’ Attitudes Towards Chemistry. The Turkish Online Journal of Distance Education, Cilt: 9 - Sayı: 2, 222–238. https://ajindex.com/articles/362109

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Arasasingham, R.D., Taagepera, M., Potter, F., Martorell, I. and Lonjers, S., (2005), Assessing the Effect of Web-Based Learning Tools on Student Understanding of Stoichiometry Using Knowledge Space Theory, Journal of Chemical Education, Vol. 82 No. 8. CCI-Project [Creative Chemistry on the Web]/ETH [Eidgenossische Technische Hochschule Zurich] [http://www.cci.ethz.ch]
  2. Barak, M. and Dori, Y. J., (2005). Enhancing Undergraduate Student’s Chemistry Understanding through Project-Based-Learning in an it Environment, Science Education, 89, 1, 117-139.
  3. Barley, S. R., (1999), Computer-Based Distance Education: Why and Why not, Education Digest, 65, 2, 55-59. Retrieved September 25, 2001, from FirstSearch, http://www.firstsearch.org.
  4. Berger, C. F., Lu, C. R., Belzer, S. J. and Voss, B. E., Handbook of Research on Science Teaching and Learning, Gabel, D. L., Ed.; Macmillan: New York, 1994; pp 466–490.
  5. Boisvert, L., (2000), Web-Based Learning the Anytime Anywhere Classroom, Information Systems Management, 17, 1, 35-40.
  6. Brockett, R.G., and Heimstra, R., (1991), Self–direction in learning: Perspectives in theory, research, and practice. London: Routledge. Collis, B., Peters, O., and Pals, N., (2000), Influences on the Educational; Use of the WWW Email and Videoconferencing. Innovations in Education and Training International, 37, 2, 108-119.
  7. Friedler, Y., Nachmias, R., and Linn, M. C., (1990), J. Res. Sci. Teach., 27, 173. Gee, D. B. (1990). The Impact of Students’ Preferred Learning Style Variables in a Distance Education Course: A Case Study, ERIC Document Reproduction Service No. ED 358836. Kim, K.S. and Moore, J.L., (November 2005), Web–based learning: Factors affecting students’ satisfaction and learning experience by First Monday, volume 10, number 11, (URL: http://firstmonday.org/issues/issue10_11/kim/index.html)
  8. Koohang, A. A., (1989), A Study of Attitudes toward Computers: Anxiety, Confidence, Liking, and Perception of Usefulness, Journal of Research on Computing in Education, 22, 2, 137-150.
  9. Land, S. M. and Grene, B. A., (2000), Project-Based Learning with the World Wide Web: A Qualitative Study of Resource Integration, Educational Technology Research and Development, 48, 1, 45-67.
  10. Leonard, W. H., 1990, J. Coll. Sci. Teach., 19, 210–211.
  11. Lou, Y., (2004), Learning to Solve Complex Problems through Between-Group Collaboration in Project-Based Online Courses, Distance Education, 25, 1, 49-66.
  12. Lunneta, V., and Hofstein, A., 1981, Sci. Educ., 65, 243. Masiello, I