EFFECT OF CONCEPTUAL CHANGE TEXTS ASSISTED DUAL SITUATED LEARNING MODEL ON ACHIEVEMENT


ŞEN Ş., YILMAZ A.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, no.42, pp.367-379, 2012 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2012
  • Journal Name: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Journal Indexes: Social Sciences Citation Index, Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.367-379

Abstract

This study aims to determine the effects of Conceptual Change Texts assisted Dual Situated Learning Model on students' achievement for the elimination of misconceptions related to the subject of melting and dissolving. Moreover, the present study also analyzes the effects of student scientific reasoning skills on their achievement. The population of this study was comprised of sixty four freshmen attending the Faculty of Education at Hacettcpe University and taking the Basic Chemistry course. The Melting and Dissolving Concept Test (MDCT) and the Classroom Test of Scientific Reasoning (SRT) were used as data collection tool within the scope of the study. At the end of the study, Conceptual Change Texts-Supported Dual Situated Learning Model were found to positively affect student achievement. In addition, scientific reasoning skills were recorded to have positive effects on student achievement in melting and dissolving subjects.