Teaching Floating and Sinking Concepts with Different Methods and Techniques Based on the 5E Instructional Model

Autor/inn/en	Cepni, Salih; Sahin, Cigdem; Ipek, Hava
Titel	Teaching Floating and Sinking Concepts with Different Methods and Techniques Based on the 5E Instructional Model
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 11 (2010) 2, Artikel 5 (39 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Experimental Groups; Control Groups; Cartoons; Instructional Materials; Instructional Effectiveness; Teaching Methods; Worksheets; Science Instruction; Scientific Concepts; Pretests Posttests; Grade 8; Foreign Countries; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Statistische Analyse; Türkei
Abstract	The purpose of this study was to test the influences of prepared instructional material based on the 5E instructional model combined with CCT, CC, animations, worksheets and POE on conceptual changes about floating and sinking concepts. The experimental group was taught with teaching material based on the 5E instructional model enriched with different teaching methods and techniques including: POE, worksheets, conceptual change text, concept cartoons and animation activities. And the control group was taught with teaching materials based on the 5E instructional model conducted by the Ministry of Education. The pretest, posttest and delayed posttest were applied to the experimental and control groups. Obtained data was analyzed qualitatively and quantitatively. It was seen that students in the experimental group provided more correct reasoning than did the control group in posttest and delayed posttest. Most of the students in the control group have not changed their alternative concepts in the posttest, although the experimental group students moved their alternative concepts in the posttest. (Contains 5 figures, 10 tables and 3 graphs.) (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	2017/4/10