Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry
Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry
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基于案例的学习教学对认识论信念和化学态度的有效性
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Ö. Geban
中科院分区：
文献类型：
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作者：
Aylin Çam;Ö. Geban
本研究旨在探讨以案例为基础的化学教学模式对国小学生的认识论信念和对化学学科的态度的影响。本研究的研究对象为一所城市高中的两个班级的63名学生，他们来自同一教师授课的两个班级。每种教学方法被随机分配到一个班级。实验组采用案例教学法，对照组采用传统教学法。实验组以小组形式呈现生活案例，控制组以讲授和讨论方式进行。研究结果显示，实验组与控制组学生在化学认知信念与态度上，均呈现显著差异，且以案例为基础的学习方式较受欢迎。因此，案例学习有助于学生化学认识论信念和态度的发展。
The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students’ epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students’ epistemological beliefs and attitudes toward chemistry.