A Research on the Generative Learning Model Supported by Context-Based Learning

Autor/inn/en	Ulusoy, Fatma Merve; Onen, Aysem Seda
Titel	A Research on the Generative Learning Model Supported by Context-Based Learning
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 10 (2014) 6, S.537-546 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2014.1215a
Schlagwörter	Science Education; Secondary School Science; Secondary School Students; Grade 10; Chemistry; Learning Theories; Models; Context Effect; Student Motivation; Science Activities; Scientific Concepts; Foreign Countries; Pretests Posttests; Rating Scales; Achievement Tests; Science Achievement; Scores; Statistical Analysis; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Sekundarschüler; Chemie; Learning theory; Lerntheorie; Analogiemodell; Schulische Motivation; Ausland; Rating-Skala; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse
Abstract	This study is based on the generative learning model which involves context-based learning. Using the generative learning model, we taught the topic of Halogens. This topic is covered in the grade 10 chemistry curriculum using activities which are designed in accordance with the generative learning model supported by context-based learning. The purpose of this study was to ascertain the effects of the activities on students' motivation towards context-based chemistry learning, their attitudes towards chemistry lessons and their level of success in understanding the halogen concepts that were taught. The sample of the study consisted of 60 grade 10 students in a high school in Ankara, Turkey. The study was conducted using a pretest-posttest design with a control group of 30 students and a treatment group of 30 students. The Context-Based Chemistry Motivation Scale, the Attitudes towards Chemistry Scale and the Halogens Achievement Test were used as data collection tools in the study. The study concluded that the context-based learning activities improved students' motivation in learning chemistry and their attitudes towards the chemistry course as well as increasing their achievement levels in the test. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01