SavedAdd your journal

Journals / Education Sciences / 2019 / Cilt: 14 Sayı: 1

IMPLEMENTATION OF CASE-BASED LEARNING (CBL) METHOD IN ANALYTICAL CHEMISTRY LABORATORY COURSE

Tuğçe GÜNTER
Sibel KILINÇ ALPAT
Özge ÖZBAYRAK AZMAN
Pages
17–34
Publication Date
2019-01-31
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)

The results showed that there was a significant difference between the post-test academic achievement scores in favor of the experimental group.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this research, the effect of case-based laboratory practices of Analytical Chemistry Laboratory course on ‘Acid-Bases Titrations’ topic on the academic achievement of students was examined.
📊
Key Findings & Data:This study was conducted with the 2nd year students (N=78) of the Science Teaching Program of a university in Izmir in the fall semester of 2014-2015 academic year.
💡
Conclusion & Impact:The results showed that there was a significant difference between the post-test academic achievement scores in favor of the experimental group.
🔬Design:Research Article
📍Scope:2014-2015 Verileri
⚙️Variables:Acid-Bases Titrations · Analytical Chemistry Laboratory · Case-Based Laboratory Practices

Abstract

In this research, the effect of case-based laboratory practices of Analytical Chemistry Laboratory course on ‘Acid-Bases Titrations’ topic on the academic achievement of students was examined. This study was conducted with the 2nd year students (N=78) of the Science Teaching Program of a university in Izmir in the fall semester of 2014-2015 academic year. The study was pre-test and post-test control group research design. The results showed that there was a significant difference between the post-test academic achievement scores in favor of the experimental group. The results of the structured interview form also showed that the majority of the students had positive opinions concerning the case study and the material.

Özet

In this research, the effect of case-based laboratory practices of Analytical Chemistry Laboratory course on ‘Acid-Bases Titrations’ topic on the academic achievement of students was examined. This study was conducted with the 2nd year students (N=78) of the Science Teaching Program of a university in Izmir in the fall semester of 2014-2015 academic year. The study was pre-test and post-test control group research design. The results showed that there was a significant difference between the post-test academic achievement scores in favor of the experimental group. The results of the structured interview form also showed that the majority of the students had positive opinions concerning the case study and the material.

🔖

Cite This Article

GÜNTER, T., ALPAT, S. K., AZMAN, Ö. Ö. (2019). IMPLEMENTATION OF CASE-BASED LEARNING (CBL) METHOD IN ANALYTICAL CHEMISTRY LABORATORY COURSE. Education Sciences, Cilt: 14 Sayı: 1, 17–34. https://ajindex.com/articles/985420

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (1)

  1. Abraham, M.R., Grzybowski, E.B., Renner, J.W., and Marek, E.A., (1992). Understandings and Misunderstandings of Eighth Graders of Five Chemistry Concepts Found in Textbooks. Journal of Research in Science Teaching, 29(2):105-120. • Alkan, F., (2016). Experiential Learning: Its Effects on Achievement and Scientific Process Skills. Journal of Turkish Science Education, 13(2):15-26. • Arlı, M. and Nazik, H., (2010). Introduction to Scientific Research, 4th ed., Ankara: Gazi Kitabevi. • Artdej, R., Ratanaroutai, T., Coll, R.K., and Thongpanchang, T., (2010). Thai Grade 11 Students’ Alternative Conceptions for Acid-Base Chemistry. Research in Science & Technological Education, 28(2):167-183. • Bakeman, R. and Gottman, J.M., (1997). Observing Interaction: Introduction Sequential Analysis, 2nd ed. Cambridge: Cambridge University Press. • Bayrak, K.B. and Bayram, H., (2011). Effects of Problem-Based Learning in a Web Environment on Conceptual Understanding: The Subject of Acids and Bases. International Online Journal of Educational Sciences, 3(3):831-848. • Bridle, H., Morton, J., Cameron, P., Desmulliez, M.P.Y., and Kersaudy-Kerhoas, M., (2016). Design of Problem-Based Learning Activities in the Field of Microfluidics for 12- to 13-year old Participants-Small Plumbing!: Empowering the Next Generation of Microfluidic Engineers. Microfluidics and Nanofluidics, 20(103):1-11. • Buyukozturk, S., Cakmak, E.K., Akgun, O.E., Karadeniz, S., and Demirel, F., (2012). Scientific Research Methods, 13th ed. Ankara: Pegem Akademi Yayınları. • Cam, A. and Geban, O., (2017). Effectiveness of Case-Based Learning Instruction on Pre-Service Teachers’ Chemistry Motivation and Attitudes toward Chemistry. Research in Science & Technological Education, 35(1):74-87. • Cancela, A., Maceiras, R., Sanchez, A., Izquierdo, M., and Urrejola, S., (2016). Use of Learning Miniprojects in a Chemistry Laboratory for Engineering. European Journal of Engineering Education, 41(1):23-33. • Cetingul, I. and Geban, O., (2011). Using Conceptual Change Texts with Analogies for Misconceptions in Acids and Bases. Hacettepe University Journal of Education, 41, 112-123. • Cohen, J., Cohen, P., West, S.G., and Aiken, L.S., (2003). Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, 3rd ed. U.S.A.: Lawrence Erlbaum Associations. • Cohen, L., Manion, L., and Morrison, K., (2011). Research Methods in Education, 7th ed. London and New York: Routledge Taylor & Francis Group. • Crippen, K.