Is case-based learning an effective teaching strategy to challenge students' alternative conceptions regarding chemical kinetics?

Yalcinkaya E., TAŞTAN KIRIK Ö., BOZ Y., Yildiran D.

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, vol.30, no.2, pp.151-172, 2012 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 30 Issue: 2
  • Publication Date: 2012
  • Doi Number: 10.1080/02635143.2012.698605
  • Journal Name: RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.151-172
  • Keywords: case-based learning, alternative conception, chemical kinetics, chemistry education, teaching strategy, CASE-BASED INSTRUCTION, MENTAL MODELS, MISCONCEPTIONS, SCIENCE
  • Middle East Technical University Affiliated: Yes

Abstract

Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students have generally low levels of conceptual understanding and many alternative conceptions regarding it.