Is case-based learning an effective teaching strategy to challenge students' alternative conceptions regarding chemical kinetics?

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Atıf İçin Kopyala

Yalcinkaya E., Tastan-Kirik O., BOZ Y., Yildiran D.

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, cilt.30, sa.2, ss.151-172, 2012 (SSCI)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 30 Sayı: 2
• Basım Tarihi: 2012
• Doi Numarası: 10.1080/02635143.2012.698605
• Dergi Adı: RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
• Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
• Sayfa Sayıları: ss.151-172
• Çukurova Üniversitesi Adresli: Evet

Özet

Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students have generally low levels of conceptual understanding and many alternative conceptions regarding it.