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The Effect of Explicit Embedded Reflective Instruction on Nature of Science Understandings in Advanced Science Students
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Koksal, Mustafa Serdar; Cakiroglu, Jale; Geban, Omer – Journal of Biological Education, 2013
The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment…
Descriptors: Grade 9, Scientific Principles, Reflective Teaching, Instructional Effectiveness
Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture
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Kingir, Sevgi; Geban, Omer; Gunel, Murat – Research in Science Education, 2013
This study investigated the effect of the Science Writing Heuristic (SWH) approach on grade 9 students' understanding of chemical change and mixture concepts. Four intact classes taught by two chemistry teachers from a Turkish public high school were selected for the study; one class was assigned as the treatment group, and the other class was…
Descriptors: Science Instruction, Writing (Composition), Heuristics, Statistical Analysis
How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry
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Kingir, Sevgi; Geban, Omer; Gunel, Murat – Chemistry Education Research and Practice, 2012
This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…
Descriptors: Academic Achievement, Program Effectiveness, Chemistry, Heuristics
Remediating Misconceptions Concerning Chemical Bonding through Conceptual Change Text
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Pabuccu, Aybuke; Geban, Omer – Hacettepe University Journal of Education, 2006
The purpose of this study was to explore the effects of conceptual change texts oriented instruction on 9th grade students' understanding of chemical bonding concepts. In this study, the main aim of the preparation of conceptual change texts was to activate students' prior knowledge and misconceptions and to help them to understand the chemical…
Descriptors: Experimental Groups, Prior Learning, Chemistry, Grade 9
The Effect of Learning Styles on High School Students' Achievement and Attitudes in Chemistry.
Uzuntiryaki, Esen; Bilgin, Ibrahim; Geban, Omer – 2003
The aim of this study was to investigate the effect of students' learning styles on their chemistry achievement and attitudes toward chemistry as a school subject. One hundred seventy nine 9th grade and 151 10th grade students taking chemistry courses from different high schools were enrolled in the study. The Learning Style Inventory was used to…
Descriptors: Chemistry, Cognitive Style, Concept Formation, Curriculum Development
The Effect of Conceptual Change Approach on Students' Ecology Achievement and Attitude towards Biology
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Cetin, Gulcan; Ertepinar, Hamide; Geban, Omer – Hacettepe University Journal of Education, 2004
This study investigated the effectiveness of conceptual change texts oriented instruction accompanied by demonstrations in small groups on students' ecology achievement and attitude towards biology. 78 ninth grade students in a public high school participated in this study. While the control group was taught with the traditional method, the…
Descriptors: Experimental Groups, Control Groups, Student Attitudes, Visual Aids