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

• Published in: Research in science & technological education Vol. 30; no. 2; pp. 151 - 172
• Main Authors: Yalçınkaya, Eylem, Taştan-Kırık, Özgecan, Boz, Yezdan, Yıldıran, Demet
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.07.2012; Taylor & Francis Ltd
• Subjects: Academic achievement; alternative conception; Case Method (Teaching Technique); case-based learning; chemical kinetics; Chemistry; chemistry education; Comparative Analysis; Control Groups; Critical thinking; Data Analysis; Educational Strategies; Experimental Groups; Foreign Countries; Grade 11; High School Students; Independent Samples; Kinetics; Learning; Misconceptions; Pretests Posttests; Reaction kinetics; Science education; Science Instruction; Science Tests; Scientific Concepts; Secondary school students; Semi Structured Interviews; Teaching Methods; teaching strategy; Thinking Skills; Turkey; Vignettes; Turkey
• ISSN: 0263-5143; 1470-1138
• DOI: 10.1080/02635143.2012.698605

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. Purpose: This study aimed to explore the effect of CBL on dealing with students' alternative conceptions about chemical kinetics. Sample: The sample consists of 53 high school students from one public high school in Turkey. Design and methods : Nonequivalent pre-test and post-test control group design was used. Reaction Rate Concept Test and semi-structured interviews were used for data collection. Convenience sampling technique was followed. For data analysis, the independent samples t-test and ANOVA was performed. Results : Both concept test and interview results showed that students instructed with cases had better understanding of core concepts of chemical kinetics and had less alternative conceptions related to the subject matter compared to the control group students, despite the fact that it was impossible to challenge all the alternative conceptions in the experimental group. Conclusions: CBL is an effective teaching method for challenging students' alternative conceptions in the context of chemical kinetics. Since using cases in small groups and whole class discussions has been found to be an effective way to cope with the alternative conceptions, it can be applied to other subjects and grade levels in high schools with a higher sample size. Furthermore, the effect of this method on academic achievement, motivation and critical thinking skills are other variables that can be investigated for future studies in the subject area of chemistry.