How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

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dc.contributor.authorKıngır, Sevgi
dc.contributor.authorGeban, Ömer
dc.contributor.authorGünel, Murat
dc.date.accessioned2020-03-26T18:30:41Z
dc.date.available2020-03-26T18:30:41Z
dc.date.issued2012
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractThis study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one class from each teacher was assigned as the treatment group, and the other class from each teacher was assigned as the control group. Students in the treatment group were instructed using the SWH approach while those in the control group were instructed using traditional instruction. Students' achievement levels were determined based on their chemistry mean scores for the previous semester, which were used to determine the impact of the treatment on varying levels of achievement. A test measuring students' achievement in chemical change and mixture was administered as pre- and post-test for both groups. The data were analyzed by using Analysis of Covariance (ANCOVA). The findings indicate that the SWH approach contributed to students' test performances significantly better than the traditional approach. Student performance on the post-test differed with respect to their academic achievement levels significantly. Low achievers and middle achievers in the SWH group significantly outperformed those in the traditional group on the post-test.en_US
dc.identifier.citationKıngır, S., Geban, O., Günel, M., (2012). How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry. Chemistry Education Research and Practice, (13), 428-436. Doi: 10.1039/c2rp20013a
dc.identifier.doi10.1039/c2rp20013aen_US
dc.identifier.endpage436en_US
dc.identifier.issn1109-4028en_US
dc.identifier.issn1756-1108en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage428en_US
dc.identifier.urihttps://dx.doi.org/10.1039/c2rp20013a
dc.identifier.urihttps://hdl.handle.net/20.500.12395/28115
dc.identifier.volume13en_US
dc.identifier.wosWOS:000314239700005en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorKıngır, Sevgi
dc.language.isoenen_US
dc.publisherRoyal Soc Chemistryen_US
dc.relation.ispartofChemistry Education Research and Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.selcuk20240510_oaigen_US
dc.titleHow Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistryen_US
dc.typeArticleen_US

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