The effects of organic chemistry laboratory activities on students' attitudes, perceptions and achievements
Journal Title: International Journal of Humanities and Social Science Invention - Year 2018, Vol 6, Issue 12
Abstract
Laboratory instructions in teaching organic chemistry are essential to preservice teachersstudying at chemistry education institutions in terms of theoretical knowledge provided and also experiments done. Within organic chemistry laboratory process, experiments specifically enable not only the learning of organic chemistry topics but also their rein for cement throughvisual aids and integration in to teaching skills. This study aimed to determine to what extent the process based chemistry laboratory instructions affected preservice teachers’ organic chemistry knowledge levels along with how much these experiments contributed to their positive attitudes and perceptions over laboratory instructions. Pre-test post-test control group design out of the experimental research designs was employed for the study. Nonparametric statistical tests were used to evaluate the differences between the achievement, perceptions, attitude pre-test post-test and mean scores of the experimental and control groups. The sampling of the study consisted of 30 preservice teachers taking Organic Chemistry Laboratory course at the Chemistry Teaching Program of Hacettepe University, Faculty of Education. The Attitudes and Perceptions Toward Science, Chemistry and Laboratory Questionnaire and the Separation and Purification Achievement Test were used as data collection tools in the study. It was found out that post-test scores of the preservice teachers in the experimental group following the treatment based on the process-based instruction are statistically different from the pre-test scores. Furthermore, Attitudes and Perceptions toward Science, Chemistry and LaboratoryQuestionnaire pre- and post-test scores of preservice teachers in the control group were statistically significant. It is clear from the findings of the study that post-test scores ofpreservice teachers in the experimental group following the treatment through process-based instruction model are statistically different from the pre-test scores. Also, it is pointed out that pre- and post-test scores of preservice teachers in the control group are statistically significant.
Authors and Affiliations
Ayşem Seda Önen (Yücel), Canan Koçak Altundağ, F. Merve Mustafaoğlu
Keywords
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