An Effective Model to Increase Student Attitude and Achievement: Narrative Including Analogies

Autor/inn/en	Akkuzu, Nalan; Akcay, Husamettin
Titel	An Effective Model to Increase Student Attitude and Achievement: Narrative Including Analogies
Quelle	(2011), S.612-623 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Experimental Groups; Control Groups; Student Attitudes; Achievement Tests; Chemistry; Interviews; Foreign Countries; Grade 9; Misconceptions; Attitude Change; Models; Instructional Effectiveness; Science Course Improvement Projects; Teaching Methods; Teaching Models; Science Achievement; Logical Thinking; Pretests Posttests; Attitude Measures; Scientific Attitudes; Turkey; Attitude Scale + Suchen Sie Ihr Suchwort? Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Chemie; Interviewing; Interviewtechnik; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Missverständnis; Attitudinal change; Einstellungsänderung; Analogiemodell; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Türkei
Abstract	This study describes the analogical models and narratives used to introduce and teach Grade 9 chemical covalent compounds which are relatively abstract and difficult for students. We explained each model's development during the lessons and analyzed understanding students derived from these learning materials. In this context, achievement, chemistry attitude scales and semi-structured interviews were used to analyze the effectiveness of these new learning material based on narratives and models. The lesson and data were subject to independent which analyzes the following outcomes obtained: We planned to use the students' pre-knowledge wherever possible, responded the questions with narratives and extended and enriched analogies. We discussed where each analogy broke down but did not cause misconceptions. The data were drawn for two Grade 9 randomly selected as pre- and post- lesson interviews, CCAT (covalent compounds' achievement test) and CAS (chemistry attitude scale). This experimental research was conducted in the first term of 2009-2010 educational years. The EG (experimental group) was instructed through model and narrative including analogies based method with using sheets, whereas the CG (control group) was utilized by traditional teacher-centered method. The study carried out on 60 high school students in Izmir, Turkey. The differences of CG and EG tests were outlined. According to statistical analyzes of data, there was a significant difference between pre- and post- tests (p less than 0.05) of EG and CG. The results showed that EG was more successful than CG. Consequently, it was determined that students' interests and attentions may easily attract with using model and analogy assisted by a narrative. Finally, it can be said that models, analogies and narratives are great ways to illustrate teaching, training and science lessons having abstract and complex characters. (Contains 4 tables and 5 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10