THE EFFECTS OF MODEL-BASED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PRE-SERVICESCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING OF GASES
Acta Didactica Napocensia, cilt.15, sa.1, ss.1-20, 2022 (ESCI)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 15 Sayı: 1
- Basım Tarihi: 2022
- Doi Numarası: 10.24193/adn.15.1.1
- Dergi Adı: Acta Didactica Napocensia
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI)
- Sayfa Sayıları: ss.1-20
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
The aim of this study was to determine the effect of model-based cooperative (Reading
Writing Application) and individual learning methods on conceptual understandings of pre-service
science teachers and to eliminate their misconceptions related to gases. For this reason, a pretest/post-test non-equivalent comparison group design was applied across two experimental
groups. The sample consisted of 42 pre-service science teachers; one of the research groups was a
Reading Writing Application- Model Group (n=22) and the other group was an Individual
Learning- Model Group (n=20). The Gases Concept Test (GCT) was used for pre- and post-test as
the data collection instrument. For analysing data, descriptive statistics were determined, and the
Mann-Whitney U test was performed. There was not a significant difference between groups with
respect to their development of their conceptual understanding of gases. In addition, some preservice science teachers from both groups had various misconceptions about the topic after the
application.