Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 2, Article 4 (Dec., 2015) Hülya DEMIRCIOĞLU, Alipaşa AYAS, Gökhan DEMIRCIOĞLU, Haluk ÖZMEN Effects of storylines embedded within the context-based approach on pre-service primary school teachers’ conceptions of matter and its states Contents Next

Effects of storylines embedded within the context-based approach on pre-service primary school teachers’ conceptions of matter and its states

 

¹Hülya DEMIRCIOĞLU, ²Alipaşa AYAS, ¹Gökhan DEMIRCIOĞLU, ³Haluk ÖZMEN

¹Karadeniz Technical University, Fatih Faculty of Education, Department of Secondary Science Education, Trabzon/TURKEY
²Bilkent University, Department of Educational Sciences, Faculty of Education, Ankara/TURKEY
³Karadeniz Technical University, Fatih Faculty of Education, Department of Science Education,  Trabzon/TURKEY

E-mail: hulyadem76@hotmail.com, alipasaayas@yahoo.com, demircig73@hotmail.com, hozmen@ktu.edu.tr

Received 3 Jul., 2014
Revised 8 Sept., 2015

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Contents

• Abstract
• Introduction
• Method
  • Study Context
  • Data Collection Instruments
  • Development of Context-Based Teaching Material (CBTM)
  • Experimentation Process
• Results and Discussion
• Conclusions and Implications
• References
• Appendix

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Abstract

In this study, the effect of the context-based approach on pre-service primary school teachers’ understanding of matter and its states and their attitude towards chemistry was investigated. Using a simple experimental design, the study was conducted with 35 pre-service primary school teachers who were exposed to context-based material with storylines. Two instruments were used to collect data as pre-test, post-test, and delayed-test:the States of Matter Achievement Test (SMAT) andthe Chemistry Attitude Scale (CAS). Also, semi-structured interviews were conducted with the pre-service primary school teachers after the implementation. The results indicated that the use of storylines embedded within a context-based approach resulted in better understanding of the concepts of matter and its states. Furthermore, the approach helped pre-service teachers gain positive attitudes towards chemistry. This improved performance was also observed in the delayed test. Overall, the results showed that the intervention had considerable effects on remedying pre-service teachers’ alternative conceptions. Some suggestions are made on the implications for practice and learning.

Keywords: Chemistry education, Storyline, Context-based approach