基于5E模型的活动效果 ——以十年级学生气体概念理解为例外文翻译资料

测试

组别

N

Mean

S.D

df

t

p

前测试

实验组

20

37,55

8,51

38

1,04

0,304

20

40,45

9,06

后测试

对照组

20

78,8

8,63

38

Available online at www.sciencedirect.com

Procedia - Social and Behavioral Sciences 47 (2012) 634 – 637

CY-ICER 2012

understanding of the gas concept

Mustafa Yadigaroglu^a,*, Gokhan Demircioglu^b

^a.b. Karadeniz Technical University, Fatih Faculty of Education, Trabzon, 61335, Turkey

Abstract

The aim of this study is to investigate the effect of activities developed based on 5E model on grade 10 studentsrsquo; understanding of general properties of gases. The study was conducted in a high school in Akcaabat province of Trabzon, in 2010-2011 academic years. The study used the quasi-experimental design. 40 grade 10 students in two classes were selected for the study. While one of the classes was randomly assigned as experimental group (13 boys, 7 girls), the other was determined as control group (11 boys, 9 girls). In the study, Concept Achievement Test (CAT) including 16 multiple choice items and 4 open-ended questions was used to collect the data. The test was piloted with 50 students and its Reliability Coefficient was found 0,78. In during the treatment, the control group was taught by traditional approach and the experimental group was taught by using the activities developed based on 5E model of the constructivist approach. The collected data were compared by using the independent sample t test. A statistically significant difference in favor of experimental group was detected. It is essential that teachers should develop their skills for designing constructivist learning environment. With this aim, teachers should be given in-service training.

copy; 20122011Publishedby byElsevierElsevierLtd. LtdSelection. and/or peer review under responsibility of Prof. Dr. Huuml;seyin Uzunboylu

Keywords: Chemistry Education, Gas Concept, Constructivist Approach, 5E Model

1. Introduction

When choosing an instructional model, teachers seek strategies that help students gain a complete understanding of new concepts. They aim to engage students, motivate them to learn, and guide them toward skill development. One of the ways to do that is by incorporating inquiry-based approaches like the 5E Model, which is grounded in active learning.

Research suggests that there is a set order of events that facilitates learning, known as a learning cycle. Educators J. Myron Atkin and Robert Karplus argued in 1962 that effective learning cycles involve three key elements: exploration, term introduction, and concept application. “In their scheme, exploration allowed the learners to become interested in the subject at hand, raise questions, and identify points of dissatisfaction with their current understanding. Introduction of new ideas and terms, primarily by the instructor, but negotiated by both instructor and students, followed. Finally, concept application provided learners with opportunities within the classroom to apply their new ideas, try out their new understandings in novel contexts, and evaluate the completeness of their understanding,” according to Kimberly D. Tanner in the article “Order Matters: Using the 5E Model to Align Teaching With How People Learn.”

Most students have difficulty learning chemistry which contains abstract and invisible concepts, such as atom and molecule. This situation causes students at all levels to develop plenty of alternative conceptions concerning

chemistry concepts (Bar et al., 1991; Demircio Griffiths et al., 1992). However, the research indicates that many students achieve the chemistry courses without the conceptual understandings of the concepts (Nakhleh amp; Krajcik, 1994). The gas concept is one of the most important concepts in undergraduate chemistry curriculum because it is essential to learn other chemistry concepts. Research on gases showed that students developed a large

number of alternative conceptions (Benson et al., 1993; Birinci-Konur amp; Ayas, 2010; 2009; For example, some students think that gas has no weight and some believes that gas is lighter than the same material in its liquid or solid state (Stavy, 1988).

Many events that learners encounter in their daily lives are related to Chemistry. For example, they frequently come across variety of gases, such as carbon dioxide and oxygen and gain experience and knowledge about them. Connecting associate new information they learn at the school with the gained experience and knowledge in the daily

lives provides a basis for establishing meaningful and permanent learning (Zan- 2008). The constructivist view of learning and similar theories (e.g. context-based learning) is promising at this point because they are widely adopted by educators, science teachers and curriculum designers. The constructive learning approach supported the claim that learner individually build new knowledge upon previous knowledge and has an active role in this process. On the other word, new knowledge is actively constructed by the learner, not passively transmitted from the environment or teacher (von Glasersfeld, 1995). One of practice applications of this theory in science classroom is 5E model (Keser, 2003). The model consists of the steps (engage, explore, explain, elaborate and evaluation) which

actively use their knowledge and skills (Ergin, 2006).

The aim of this study is to determine the effect of the activities developed as compatible with 5E model based on the constructivist view of learning on grade 10 students understanding of the general properties of gases.

ENGAGE

In the first phase of the learning cycle, the teacher works to gain an understanding of the studentsrsquo; prior knowledge and identify any knowledge gaps. It is also important to foster an interest in the upcoming concepts so students will be ready to learn. Teachers might task students with asking opening qu

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