The Effects of Model Supported Cooperative and Individual Learning Methods on Prospective Science Teachers' Understanding of Solutions
This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understa...
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Veröffentlicht in: | Journal of Baltic Science Education 2018, Vol.17 (6), p.945 |
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creator | Ozdilek, Zehra Okumus, Seda Doymus, Kemal |
description | This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one--way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests. |
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The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one--way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. 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The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one--way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests.</description><subject>Chemistry</subject><subject>Cooperative Learning</subject><subject>Independent Study</subject><subject>Multiple Choice Tests</subject><subject>Preservice Teachers</subject><subject>Problem Solving</subject><subject>Science Achievement</subject><subject>Science Teachers</subject><subject>Science Tests</subject><subject>Scientific Concepts</subject><subject>Scores</subject><issn>1648-3898</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNqFjbEOgjAURRl0IOonmLzNiQEBgzPBqJHEBJxJ0z6kCfY1bSHxB_xuS-LudId7z7mLIIwPaR4l-TEPg0_TI5Rdh9xZoA4qEjhAPWpNxqGAgkijYU5OCEwJuCghJylGNsANmVFSPaFC15PwuIK7Iau9a57XXKLiCA0y3qOxO3go4dN5z4z5t5qG0UlSdh0sOzZY3PxyFWxPZVOcIzSSt9rIFzPvtrzGSZzt0yz5138BHNRK8g</recordid><startdate>2018</startdate><enddate>2018</enddate><creator>Ozdilek, Zehra</creator><creator>Okumus, Seda</creator><creator>Doymus, Kemal</creator><general>Scientia Socialis Ltd</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>2018</creationdate><title>The Effects of Model Supported Cooperative and Individual Learning Methods on Prospective Science Teachers' Understanding of Solutions</title><author>Ozdilek, Zehra ; Okumus, Seda ; Doymus, Kemal</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_EJ13152453</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Chemistry</topic><topic>Cooperative Learning</topic><topic>Independent Study</topic><topic>Multiple Choice Tests</topic><topic>Preservice Teachers</topic><topic>Problem Solving</topic><topic>Science Achievement</topic><topic>Science Teachers</topic><topic>Science Tests</topic><topic>Scientific Concepts</topic><topic>Scores</topic><toplevel>online_resources</toplevel><creatorcontrib>Ozdilek, Zehra</creatorcontrib><creatorcontrib>Okumus, Seda</creatorcontrib><creatorcontrib>Doymus, Kemal</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>Journal of Baltic Science Education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Ozdilek, Zehra</au><au>Okumus, Seda</au><au>Doymus, Kemal</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1315245</ericid><atitle>The Effects of Model Supported Cooperative and Individual Learning Methods on Prospective Science Teachers' Understanding of Solutions</atitle><jtitle>Journal of Baltic Science Education</jtitle><date>2018</date><risdate>2018</risdate><volume>17</volume><issue>6</issue><spage>945</spage><pages>945-</pages><issn>1648-3898</issn><abstract>This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one--way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. 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ispartof | Journal of Baltic Science Education, 2018, Vol.17 (6), p.945 |
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subjects | Chemistry Cooperative Learning Independent Study Multiple Choice Tests Preservice Teachers Problem Solving Science Achievement Science Teachers Science Tests Scientific Concepts Scores |
title | The Effects of Model Supported Cooperative and Individual Learning Methods on Prospective Science Teachers' Understanding of Solutions |
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