Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

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dc.authorid0000-0003-4299-0893
dc.contributor.authorÇetin, Pınar Seda
dc.contributor.authorEymur, Gülüzar
dc.contributor.authorSoutherland, Sherry A.
dc.contributor.authorWalker, Joi
dc.contributor.authorWhittington, Kirby
dc.date.accessioned2021-06-23T19:50:08Z
dc.date.available2021-06-23T19:50:08Z
dc.date.issued2018
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThis study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students' chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry - ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science.en_US
dc.identifier.doi10.1080/09500693.2018.1432914
dc.identifier.endpage497en_US
dc.identifier.issn0950-0693
dc.identifier.issn1464-5289
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85042428846en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage473en_US
dc.identifier.urihttps://doi.org/10.1080/09500693.2018.1432914
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9711
dc.identifier.volume40en_US
dc.identifier.wosWOS:000428300600001en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorÇetin, Pınar Seda
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofInternational Journal Of Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectArgumentationen_US
dc.subjectInquiryen_US
dc.subjectChemistry Proficiencyen_US
dc.titleExploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry studentsen_US
dc.typeArticleen_US

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