Developing instructional activities based on constructivist 7E model: Chemistry teachers’ perspective

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dc.contributor.authorBarış Demirdağ
dc.contributor.authorBurak Feyzioğlu
dc.contributor.authorAlev Ateş
dc.contributor.authorİlker Çobanoğlu
dc.contributor.authorEralp Altun
dc.date.accessioned2019-10-26T19:28:28Z
dc.date.available2019-10-26T19:28:28Z
dc.date.issued2011
dc.departmentEge Üniversitesien_US
dc.description.abstractThis study aimed to reveal chemistry teachers’ views on the requirements and difficulties of developing instructional activities based on the 7E Model, as well as their suggestions to overcome them and its appropriateness for chemistry teaching. Through use of a training model with coaching, a seminar was conducted on the revised chemistry program, constructivist learning and its applications. For six months, 30 teachers prepared 78 instructional activities with coaching by the researchers. Survey findings showed they had difficulties, especially in transferring knowledge and making relations, writing scripts for drawing attention, engaging students in learning and exploring the material, and accessing related resources in Turkish. Although they indicated that it was difficult and time-consuming for them to develop activities based on the 7E Model, they implied that it provides positive contributions to meaningful learning and learning by inquiry, which are essential in science education.en_US
dc.description.abstractThis study aimed to reveal chemistry teachers’ views on the requirements and difficulties of developing instructional activities based on the 7E Model, as well as their suggestions to overcome them and its appropriateness for chemistry teaching. Through use of a training model with coaching, a seminar was conducted on the revised chemistry program, constructivist learning and its applications. For six months, 30 teachers prepared 78 instructional activities with coaching by the researchers. Survey findings showed they had difficulties, especially in transferring knowledge and making relations, writing scripts for drawing attention, engaging students in learning and exploring the material, and accessing related resources in Turkish. Although they indicated that it was difficult and time-consuming for them to develop activities based on the 7E Model, they implied that it provides positive contributions to meaningful learning and learning by inquiry, which are essential in science education.en_US
dc.identifier.endpage28en_US
dc.identifier.issn1304-6020
dc.identifier.issue4en_US
dc.identifier.startpage18en_US
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TVRNeE1EUTJOZz09
dc.identifier.urihttps://hdl.handle.net/11454/10379
dc.identifier.volume8en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofJournal of Turkish Science Educationen_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US]
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEğitimen_US
dc.subjectBilimsel Disiplinleren_US
dc.subjectEğitimen_US
dc.subjectEğitim Araştırmalarıen_US
dc.titleDeveloping instructional activities based on constructivist 7E model: Chemistry teachers’ perspectiveen_US
dc.typeArticleen_US

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