Investigating the effects of argumentation, problem and laboratory based instruction approaches on pre-service teachers' achievement concerning the concept of acid and base
Yükleniyor...
Tarih
2013
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Elsevier Science Bv
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Herein, we examine the effect of argumentation, problem, and laboratory based instruction methods on acid and base concept. This study has been carried out with 228 pre-service teachers. The participants were divided into three different experiment groups. Each experiment group was based on argumentation, problem or laboratory. The results of this work indicated that the argumentation-based learning method has advantages over its counterpart methods, although the laboratory-based learning method is more effective in comparison to the problem-based learning method. (c) 2013 The Authors. Published by Elsevier Ltd.
Açıklama
3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA) -- OCT 25-28, 2012 -- Brussels, BELGIUM
Anahtar Kelimeler
Argumentation based instruction, problem based instruction, laboratory based instruction, chemistry, achievement
Kaynak
3rd World Conference on Learning, Teaching and Educational Leadership
WoS Q DeÄŸeri
N/A
Scopus Q DeÄŸeri
Cilt
93
