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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2012 / Cilt: 2012 - Sayı: 42

Effect of conceptual change texts assisted dual situated learning model on achievement

Kavramsal değişim metinleri ile desteklenen ikili yerleşik öğrenme modelinin başarıya etkisi

Ayhan YILMAZ
Şenol ŞEN
Pages
367–379
Publication Date
2022-10-19
DOI
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AI Summary & Key Takeaways

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

In addition, scientific reasoning skills were recorded to have positive effects on student achievement in melting and dissolving subjects.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to determine the effects of Conceptual Change Texts assisted Dual Situated Learning Model on students' achievement for the elimination of misconceptions related to the subject of melting and dissolving.
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Key Findings & Data:Moreover, the present study also analyzes the effects of student scientific reasoning skills on their achievement.
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Conclusion & Impact:In addition, scientific reasoning skills were recorded to have positive effects on student achievement in melting and dissolving subjects.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study aims to determine the effects of Conceptual Change Texts assisted Dual Situated Learning Model on students' achievement for the elimination of misconceptions related to the subject of melting and dissolving. Moreover, the present study also analyzes the effects of student scientific reasoning skills on their achievement. The population of this study was comprised of sixty four freshmen attending the Faculty of Education at Hacettepe University and taking the Basic Chemistry course. The Melting and Dissolving Concept Test (MDCT) and the Classroom Test of Scientific Reasoning (SRT) were used as data collection tool within the scope of the study. At the end of the study, Conceptual Change Texts-Supported Dual Situated Learning Model were found to positively affect student achievement. In addition, scientific reasoning skills were recorded to have positive effects on student achievement in melting and dissolving subjects.

Özet

Bu çalışmada erime ve çözünme konusunda kavramsal değişim yaklaşımına dayalı olarak hazırlanan kavramsal değişim metinleri ile desteklenen ikili yerleşik öğrenme modelinin kavram yanılgılarının giderilmesinde öğrenci başarısına etkisi belirlenmeye çalışılmıştır. Ayrıca öğrencilerin bilimsel düşünme yeteneklerinin öğrenci başarısına olan etkisi de araştırılmıştır. Araştırma, Hacettepe Üniversitesi Eğitim Fakültesinde okuyan ve Temel Kimya dersini alan toplam 64 1. sınıf öğrencisi ile yürütülmüştür. Çalışmada veri toplama aracı olarak Erime ve Çözünme Kavram Testi (EÇKT) ve Bilimsel Düşünme Yetenekleri Testi (BDYT) kullanılmıştır. Çalışma sonunda kavramsal değişim metinleri ile desteklenen ikili yerleşik öğrenme modelinin öğrenci başarısını artırdığı tespit edilmiştir. Ayrıca bilimsel düşünme yeteneklerinin erime ve çözünme konusundaki öğrenci başarısına anlamlı bir katkı sağladığı saptanmıştır.

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Cite This Article

YILMAZ, A., ŞEN, Ş. (2022). Effect of conceptual change texts assisted dual situated learning model on achievement. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2012 - Sayı: 42, 367–379. https://ajindex.com/articles/532143

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