Active-learning versus teacher-centered instruction for learning acids and bases


Sesen B. , Tarhan L.

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, vol.29, no.2, pp.205-226, 2011 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 29 Issue: 2
  • Publication Date: 2011
  • Doi Number: 10.1080/02635143.2011.581630
  • Title of Journal : RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
  • Page Numbers: pp.205-226
  • Keywords: acids and bases, active-learning, constructivism, learning achievement, misconceptions, HIGH-SCHOOL-STUDENTS, CHEMICAL-EQUILIBRIUM, CONCEPTUAL CHANGE, MISCONCEPTIONS, CHEMISTRY, ELECTROCHEMISTRY, CONSTRUCTIVISM, UNDERGRADUATE, INQUIRY, SCIENCE

Abstract

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'.