Exploring the Effectiveness of Engagement in a Broad Range of Disciplinary Practices on Learning of Turkish High-School Chemistry Students

Autor/inn/en	Seda Cetin, Pinar; Eymur, Guluzar; Southerland, Sherry A.; Walker, Joi; Whittington, Kirby
Titel	Exploring the Effectiveness of Engagement in a Broad Range of Disciplinary Practices on Learning of Turkish High-School Chemistry Students
Quelle	In: International Journal of Science Education, 40 (2018) 5, S.473-497 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seda Cetin, Pinar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1432914
Schlagwörter	Foreign Countries; High School Students; Chemistry; Educational Practices; Laboratory Procedures; Laboratory Training; Mixed Methods Research; Persuasive Discourse; Semi Structured Interviews; Intermode Differences; Achievement Gains; Teaching Methods; Instructional Effectiveness; Science Tests; Science Achievement; Teacher Attitudes; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Bildungspraxis; Laboruntersuchung; Laborkunde; Persuasion; Persuasive Kommunikation; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Lehrerverhalten; Schülerverhalten; Türkei
Abstract	This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students' chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry--ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01