Effects of Storylines Embedded within the Context-Based Approach on Pre-Service Primary School Teachers' Conceptions of Matter and Its States

Autor/inn/en	Demircioglu, Hülya; Ayas, Alipasa; Demircioglu, Gökhan; Özmen, Haluk
Titel	Effects of Storylines Embedded within the Context-Based Approach on Pre-Service Primary School Teachers' Conceptions of Matter and Its States
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 16 (2015) 2, Artikel 4 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Preservice Teachers; Elementary Education; Scientific Concepts; Chemistry; Science Instruction; Pretests Posttests; Science Tests; Achievement Tests; Attitude Measures; Semi Structured Interviews; Instructional Effectiveness; Scientific Attitudes; Science Achievement; Relevance (Education); Story Telling; Misconceptions; Retention (Psychology); Correlation; Statistical Analysis; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Elementarunterricht; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Unterrichtserfolg; Relevance; Relevanz; Missverständnis; Merkfähigkeit; Korrelation; Statistische Analyse; Ausland; Türkei
Abstract	In this study, the effect of the context-based approach on pre-service primary school teachers' understanding of matter and its states and their attitude towards chemistry was investigated. Using a simple experimental design, the study was conducted with 35 pre-service primary school teachers who were exposed to context-based material with storylines. Two instruments were used to collect data as pre-test, post-test, and delayed-test: the "States of Matter Achievement Test (SMAT) and the Chemistry Attitude Scale (CAS)." Also, semi-structured interviews were conducted with the pre-service primary school teachers after the implementation. The results indicated that the use of storylines embedded within a context-based approach resulted in better understanding of the concepts of matter and its states. Furthermore, the approach helped pre-service teachers gain positive attitudes towards chemistry. This improved performance was also observed in the delayed test. Overall, the results showed that the intervention had considerable effects on remedying pre-service teachers' alternative conceptions. Some suggestions are made on the implications for practice and learning. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01