THE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS’ UNDERSTANDING OF SOLUTIONS

TitleTHE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS’ UNDERSTANDING OF SOLUTIONS
Publication TypeJournal Article
Year of Publication2018
AuthorsOzdilek, Z, Okumus, S, Doymus, K
JournalJournal of Baltic Science Education
Volume17
Issue6
Start Page945-959
PaginationContinuous
Date PublishedDecember/2018
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
KeywordsCooperative learning, individual learning, particulate nature of matter, pedagogical-analogical models, solution chemistry
Abstract

This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one–way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests.

URLhttp://oaji.net/articles/2017/987-1544861415.pdf
DOI10.33225/jbse/18.17.945
Refereed DesignationRefereed
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