Active-learning versus teacher-centered instruction for learning acids and bases

Sesen B., Tarhan L.

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, cilt.29, sa.2, ss.205-226, 2011 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 29 Sayı: 2
  • Basım Tarihi: 2011
  • Doi Numarası: 10.1080/02635143.2011.581630
  • Dergi Adı: RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.205-226
  • Anahtar Kelimeler: acids and bases, active-learning, constructivism, learning achievement, misconceptions, HIGH-SCHOOL-STUDENTS, CHEMICAL-EQUILIBRIUM, CONCEPTUAL CHANGE, MISCONCEPTIONS, CHEMISTRY, ELECTROCHEMISTRY, CONSTRUCTIVISM, UNDERGRADUATE, INQUIRY, SCIENCE
  • İstanbul Üniversitesi-Cerrahpaşa Adresli: Hayır

Özet

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'.