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Direct linkCetingul, Ipek; Geban, Omer – Hacettepe University Journal of Education, 2011
This study was conducted to explore the effectiveness of conceptual change oriented instruction over traditional instruction on students' understanding of acids and bases concept. Besides, effects of gender difference and science process skills on students' understanding of acids and bases were also investigated. Analysis of the results showed…
Descriptors: Science Process Skills, Gender Differences, Misconceptions, Conventional Instruction
Cetin, Pinar Seda; Kaya, Ebru; Geban, Omer – Journal of Science Education and Technology, 2009
The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally designed chemistry instruction (TDCI) on overcoming 10th grade students' misconceptions on gases concepts. In addition, the effect of gender difference on students' understanding of gases concepts was investigated. The…
Descriptors: Experimental Groups, Control Groups, Chemistry, Grade 10
Bilgin, Ibrahim; Geban, Omer – Journal of Science Education and Technology, 2006
The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade…
Descriptors: Cooperative Learning, Concept Formation, Chemistry, Conventional Instruction
Sungur, Semra; Tekkaya, Ceren; Geban, Omer – Journal of Biological Education, 2006
In this study, the effect of problem-based learning on students' academic achievement and performance skills in a unit on the human excretory system was investigated. Sixty-one 10th grade students, from two full classes instructed by the same biology teacher, were involved in the study. Classes were randomly assigned as either the experimental or…
Descriptors: Experimental Groups, Control Groups, Academic Achievement, Problem Based Learning
