The Effect of Animated Teaching on Science Teacher Candidates' Chemistry Achievements and Learning Persistence
Yazarlar (1)
Doç. Dr. Erkan YANARATEŞ Kastamonu Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Educational Policy Analysis and Strategic Research | ||
| Dergi ISSN | 1949-4270 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 03-2022 |
| Cilt / Sayı / Sayfa | 17 / 1 / 108–126 | DOI | 10.29329/epasr.2022.248.6 |
| Makale Linki | https://epasr.inased.org/makale/2953 | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| The purpose of this study was to determine the effect of teaching with animation on chemistry achievement and learning persistence on pre-service science teachers studying in the undergraduate program of science teaching. The quasi-experimental model, one of the quantitative research approaches, was used in the study. The pretest-posttest was applied with the experimental control group. Eighty-two pre-service teachers, randomly selected with the appropriate sampling method, participated in the research. The "General Chemistry Achievement Test" developed by Sönmez (2017), which has validity and reliability in the literature, was used as a data collection tool. In addition, to determine the persistence of learning, chemistry achievement test post-test applications were applied again at six-week intervals. The data obtained from the findings was analyzed using descriptive and inferential statistical techniques in the SPSS 23.0 package program. Because the collected data did |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 8 |