Investigating the effects of argumentation, problem and laboratory based instruction approaches on pre-service teachers' achievement concerning the concept of "acid and base"

被引：3

作者：

Tuysuz, Cengiz ^{[1
]}

Demirel, Ozan Emre ^{[1
]}

Yildirim, Bilal ^{[1
]}

机构：

[1] Mustafa Kemal Univ, Fac Educ, TR-31100 Antakya, Turkey

来源：

3RD WORLD CONFERENCE ON LEARNING, TEACHING AND EDUCATIONAL LEADERSHIP | 2013年 / 93卷

关键词：

Argumentation based instruction; problem based instruction; laboratory based instruction; chemistry; achievement;

D O I：

10.1016/j.sbspro.2013.10.047

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Herein, we examine the effect of argumentation, problem, and laboratory based instruction methods on acid and base concept. This study has been carried out with 228 pre-service teachers. The participants were divided into three different experiment groups. Each experiment group was based on argumentation, problem or laboratory. The results of this work indicated that the argumentation-based learning method has advantages over its counterpart methods, although the laboratory-based learning method is more effective in comparison to the problem-based learning method. (c) 2013 The Authors. Published by Elsevier Ltd.

引用

页码：1376 / 1381

页数：6