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The Teaching of Global Environmental Problems According to The Constructivist Approach: As a Focal Point of the Problem and the Availability of Concept Cartoons

Tipo de material: TextoTextoSeries ; Educational Sciences: Theory & Practice, 7(2), p.881-896, 2007Trabajos contenidos:
  • Oluk, S
  • Özalp, I
Tema(s): Recursos en línea: Resumen: In this study, with selecting the focusing point of the problem as the availability of cartoons, the teaching of global environmental problems according to the constructivist theory is investigated on the 7th graders in rural areas. This study is restricted with the global warming (G), ozone depletion (O)and the acid rain (A)problems. In the study, a pre-test post-test control group design was used. There are 40 students whose ages range from 13 to 14 years. While experimental group was taught by means of problem based learning (PBL), traditional teaching methods were applied to the control group. Data were collected with the pre-test, post-test, and the interviews after the study. The validity of the experimental method is analysed with a ttest. Data collected by the methods of interviews were evaluated by content analysis. According to the results of statistical analysis, it can be seen that the experimental method is much more effective than the traditional method for teaching global environment problems. As a result of the content analysis, the experimental group students (70
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In this study, with selecting the focusing point of the problem as the availability of cartoons, the teaching of global environmental problems according to the constructivist theory is investigated on the 7th graders in rural areas. This study is restricted with the global warming (G), ozone depletion (O)and the acid rain (A)problems. In the study, a pre-test post-test control group design was used. There are 40 students whose ages range from 13 to 14 years. While experimental group was taught by means of problem based learning (PBL), traditional teaching methods were applied to the control group. Data were collected with the pre-test, post-test, and the interviews after the study. The validity of the experimental method is analysed with a ttest. Data collected by the methods of interviews were evaluated by content analysis. According to the results of statistical analysis, it can be seen that the experimental method is much more effective than the traditional method for teaching global environment problems. As a result of the content analysis, the experimental group students (70

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