Is case-based learning an effective teaching strategy to challenge students’ alternative conceptions regarding chemical kinetics?
Is case-based learning an effective teaching strategy to challenge students’ alternative conceptions regarding chemical kinetics?
复制标题
基于案例的学习是否是挑战学生关于化学动力学的替代概念的有效教学策略？
DOI：
10.1080/02635143.2012.698605
复制
发表时间：
2012
影响因子：
1.6
通讯作者：
Demet Yıldıran
中科院分区：
文献类型：
--
作者：
Eylem Yalçınkaya;Özgecan Taştan;Yezdan Boz;Demet Yıldıran
背景：基于案例的学习（CBL）就是在案例的基础上向学生传授概念。CBL涉及一个案例，这是一个基于日常生活的场景，并研究与案例相关的问题，这允许学生讨论他们的想法。化学动力学是化学专业学生最难理解的概念之一。学生对化学动力学概念的理解水平普遍较低，对化学动力学概念的替代概念较多。目的：本研究旨在探讨CBL教学对学生化学动力学替代概念的处理效果。样本：样本由来自土耳其一所公立高中的53名高中生组成。设计与方法：采用非等效的前测和后测对照组设计。资料收集采用反应率概念测验及半结构式访谈。采用方便取样技术。数据分析采用独立样本t检验和方差分析。结果如下：概念测试和访谈结果均表明，与对照组学生相比，案例教学的学生对化学动力学的核心概念有更好的理解，并且与主题相关的替代概念较少，尽管实验组不可能挑战所有的替代概念。结论：CBL是一种有效的化学动力学教学方法。由于小组讨论和全班讨论的情况下，已被发现是一种有效的方式来科普的替代概念，它可以适用于其他学科和年级的高中有较高的样本量。此外，这种方法对学习成绩，动机和批判性思维能力的影响是其他变量，可以在化学学科领域的未来研究进行调查。
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. Purpose: This study aimed to explore the effect of CBL on dealing with students’ alternative conceptions about chemical kinetics. Sample: The sample consists of 53 high school students from one public high school in Turkey. Design and methods : Nonequivalent pre-test and post-test control group design was used. Reaction Rate Concept Test and semi-structured interviews were used for data collection. Convenience sampling technique was followed. For data analysis, the independent samples t-test and ANOVA was performed. Results : Both concept test and interview results showed that students instructed with cases had better understanding of core concepts of chemical kinetics and had less alternative conceptions related to the subject matter compared to the control group students, despite the fact that it was impossible to challenge all the alternative conceptions in the experimental group. Conclusions: CBL is an effective teaching method for challenging students’ alternative conceptions in the context of chemical kinetics. Since using cases in small groups and whole class discussions has been found to be an effective way to cope with the alternative conceptions, it can be applied to other subjects and grade levels in high schools with a higher sample size. Furthermore, the effect of this method on academic achievement, motivation and critical thinking skills are other variables that can be investigated for future studies in the subject area of chemistry.