Effects of 'Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables

The purpose of this study is to examine the effects of 'environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and...

Full description

Saved in:
Bibliographic Details
Published in:Journal of science education and technology 2014-06, Vol.23 (3), p.412-430
Main Authors: Çalik, Muammer, Özsevgeç, Tuncay, Ebenezer, Jazlin, Artun, Hüseyin, Küçük, Zeynel
Format: Article
Language:English
Subjects:
Analysis
Attitude Change
Attitudes
Chemistry
Concept Formation
Data collection
Education
Educational Technology
Elective Courses
Environmental chemistry
Environmental Education
Environmental technology
Feasibility studies
Green chemistry
Green technology
Knowledge
Learning
Organic chemistry
Pedagogical Content Knowledge
Posttests
Pretests
Pretests Posttests
Program Effectiveness
Questionnaires
Science Curriculum
Science Education
Science Instruction
Scientific Concepts
Student Teacher Attitudes
Student Teachers
Surveys
Teachers
Technological innovation
Technological Literacy
Technology
Technology Uses in Education
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c399t-703231691b02dd43aedb9f2cb2373442b22dea96c14f7d46ceb7dbdbbec9bb8d3
cites cdi_FETCH-LOGICAL-c399t-703231691b02dd43aedb9f2cb2373442b22dea96c14f7d46ceb7dbdbbec9bb8d3
container_end_page 430
container_issue 3
container_start_page 412
container_title Journal of science education and technology
container_volume 23
creator Çalik, Muammer
Özsevgeç, Tuncay
Ebenezer, Jazlin
Artun, Hüseyin
Küçük, Zeynel
description The purpose of this study is to examine the effects of 'environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test—post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an 'environmental chemistry' elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the 'environmental chemistry' elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.
doi_str_mv 10.1007/s10956-013-9473-5
format article
fullrecord <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_2259593114</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A714981605</galeid><ericid>EJ1038218</ericid><jstor_id>24019796</jstor_id><sourcerecordid>A714981605</sourcerecordid><originalsourceid>FETCH-LOGICAL-c399t-703231691b02dd43aedb9f2cb2373442b22dea96c14f7d46ceb7dbdbbec9bb8d3</originalsourceid><addsrcrecordid>eNqNkTtvFDEUhS0EEmHhB1AgWaJINcGvebiMVgNJFESRQGv5cb3xasZO7Nmg_fd4NSi0yIWvfM93ru2D0EdKLigh_ZdCiWy7hlDeSNHzpn2FzmhbCzpw-brWpJW1K9q36F0pe0KIHCQ5Q79H78EuBSePz8f4HHKKM8RFT3j7AHMoSz6e43GqmvAMeJsOuQD-FTS-B_sQ05R2x2acDTgHDt_ZUNngg8XX8ekQ8hF_Tw4mnCK-S3MFdQ7aTFDeozdeTwU-_N036OfX8X571dz--Ha9vbxtLJdyaXrCGaedpIYw5wTX4Iz0zBrGey4EM4w50LKzVPjeic6C6Z1xxoCVxgyOb9Dn1fcxp6cDlEXt6xNiHakYa2UrOaWiqi5W1U5PoEL0acna1uXqF9gUwYd6ftlTIQfakbYCdAVsTqVk8Ooxh1nno6JEnQJRayCqBqJOgagT82llIAf7oh9vKOEDqzFtEFv7pfbiDvK_q_6H6b4sKb-4MkGo7GXH_wDcXqH-</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2259593114</pqid></control><display><type>article</type><title>Effects of 'Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables</title><source>JSTOR Archival Journals and Primary Sources Collection</source><source>Springer Nature</source><source>ERIC</source><creator>Çalik, Muammer ; Özsevgeç, Tuncay ; Ebenezer, Jazlin ; Artun, Hüseyin ; Küçük, Zeynel</creator><creatorcontrib>Çalik, Muammer ; Özsevgeç, Tuncay ; Ebenezer, Jazlin ; Artun, Hüseyin ; Küçük, Zeynel</creatorcontrib><description>The purpose of this study is to examine the effects of 'environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test—post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an 'environmental chemistry' elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the 'environmental chemistry' elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.</description><identifier>ISSN: 1059-0145</identifier><identifier>EISSN: 1573-1839</identifier><identifier>DOI: 10.1007/s10956-013-9473-5</identifier><language>eng</language><publisher>Dordrecht: Springer Science+Business Media</publisher><subject>Analysis ; Attitude Change ; Attitudes ; Chemistry ; Concept Formation ; Data collection ; Education ; Educational Technology ; Elective Courses ; Environmental chemistry ; Environmental Education ; Environmental technology ; Feasibility studies ; Green chemistry ; Green technology ; Knowledge ; Learning ; Organic chemistry ; Pedagogical Content Knowledge ; Posttests ; Pretests ; Pretests Posttests ; Program Effectiveness ; Questionnaires ; Science Curriculum ; Science Education ; Science Instruction ; Scientific Concepts ; Student Teacher Attitudes ; Student Teachers ; Surveys ; Teachers ; Technological innovation ; Technological Literacy ; Technology ; Technology Uses in Education</subject><ispartof>Journal of science education and technology, 2014-06, Vol.23 (3), p.412-430</ispartof><rights>Springer Science+Business Media 2014</rights><rights>Springer Science+Business Media New York 2013</rights><rights>COPYRIGHT 2014 Springer</rights><rights>Journal of Science Education and Technology is a copyright of Springer, (2013). All Rights Reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c399t-703231691b02dd43aedb9f2cb2373442b22dea96c14f7d46ceb7dbdbbec9bb8d3</citedby><cites>FETCH-LOGICAL-c399t-703231691b02dd43aedb9f2cb2373442b22dea96c14f7d46ceb7dbdbbec9bb8d3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/24019796$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/24019796$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,778,782,27911,27912,58225,58458</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1038218$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Çalik, Muammer</creatorcontrib><creatorcontrib>Özsevgeç, Tuncay</creatorcontrib><creatorcontrib>Ebenezer, Jazlin</creatorcontrib><creatorcontrib>Artun, Hüseyin</creatorcontrib><creatorcontrib>Küçük, Zeynel</creatorcontrib><title>Effects of 'Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables</title><title>Journal of science education and technology</title><addtitle>J Sci Educ Technol</addtitle><description>The purpose of this study is to examine the effects of 'environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test—post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an 'environmental chemistry' elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the 'environmental chemistry' elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.</description><subject>Analysis</subject><subject>Attitude Change</subject><subject>Attitudes</subject><subject>Chemistry</subject><subject>Concept Formation</subject><subject>Data collection</subject><subject>Education</subject><subject>Educational Technology</subject><subject>Elective Courses</subject><subject>Environmental chemistry</subject><subject>Environmental Education</subject><subject>Environmental technology</subject><subject>Feasibility studies</subject><subject>Green chemistry</subject><subject>Green technology</subject><subject>Knowledge</subject><subject>Learning</subject><subject>Organic chemistry</subject><subject>Pedagogical Content Knowledge</subject><subject>Posttests</subject><subject>Pretests</subject><subject>Pretests Posttests</subject><subject>Program Effectiveness</subject><subject>Questionnaires</subject><subject>Science Curriculum</subject><subject>Science Education</subject><subject>Science Instruction</subject><subject>Scientific Concepts</subject><subject>Student Teacher Attitudes</subject><subject>Student Teachers</subject><subject>Surveys</subject><subject>Teachers</subject><subject>Technological innovation</subject><subject>Technological Literacy</subject><subject>Technology</subject><subject>Technology Uses in Education</subject><issn>1059-0145</issn><issn>1573-1839</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNqNkTtvFDEUhS0EEmHhB1AgWaJINcGvebiMVgNJFESRQGv5cb3xasZO7Nmg_fd4NSi0yIWvfM93ru2D0EdKLigh_ZdCiWy7hlDeSNHzpn2FzmhbCzpw-brWpJW1K9q36F0pe0KIHCQ5Q79H78EuBSePz8f4HHKKM8RFT3j7AHMoSz6e43GqmvAMeJsOuQD-FTS-B_sQ05R2x2acDTgHDt_ZUNngg8XX8ekQ8hF_Tw4mnCK-S3MFdQ7aTFDeozdeTwU-_N036OfX8X571dz--Ha9vbxtLJdyaXrCGaedpIYw5wTX4Iz0zBrGey4EM4w50LKzVPjeic6C6Z1xxoCVxgyOb9Dn1fcxp6cDlEXt6xNiHakYa2UrOaWiqi5W1U5PoEL0acna1uXqF9gUwYd6ftlTIQfakbYCdAVsTqVk8Ooxh1nno6JEnQJRayCqBqJOgagT82llIAf7oh9vKOEDqzFtEFv7pfbiDvK_q_6H6b4sKb-4MkGo7GXH_wDcXqH-</recordid><startdate>20140601</startdate><enddate>20140601</enddate><creator>Çalik, Muammer</creator><creator>Özsevgeç, Tuncay</creator><creator>Ebenezer, Jazlin</creator><creator>Artun, Hüseyin</creator><creator>Küçük, Zeynel</creator><general>Springer Science+Business Media</general><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7X2</scope><scope>8FE</scope><scope>8FG</scope><scope>8FH</scope><scope>8FK</scope><scope>ABJCF</scope><scope>AEUYN</scope><scope>AFKRA</scope><scope>ARAPS</scope><scope>ATCPS</scope><scope>AZQEC</scope><scope>BBNVY</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>BHPHI</scope><scope>BKSAR</scope><scope>CCPQU</scope><scope>D1I</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>KB.</scope><scope>L6V</scope><scope>LK8</scope><scope>M0K</scope><scope>M7P</scope><scope>M7S</scope><scope>P5Z</scope><scope>P62</scope><scope>PATMY</scope><scope>PCBAR</scope><scope>PDBOC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PTHSS</scope><scope>PYCSY</scope></search><sort><creationdate>20140601</creationdate><title>Effects of 'Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables</title><author>Çalik, Muammer ; Özsevgeç, Tuncay ; Ebenezer, Jazlin ; Artun, Hüseyin ; Küçük, Zeynel</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c399t-703231691b02dd43aedb9f2cb2373442b22dea96c14f7d46ceb7dbdbbec9bb8d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Analysis</topic><topic>Attitude Change</topic><topic>Attitudes</topic><topic>Chemistry</topic><topic>Concept Formation</topic><topic>Data collection</topic><topic>Education</topic><topic>Educational Technology</topic><topic>Elective Courses</topic><topic>Environmental chemistry</topic><topic>Environmental Education</topic><topic>Environmental technology</topic><topic>Feasibility studies</topic><topic>Green chemistry</topic><topic>Green technology</topic><topic>Knowledge</topic><topic>Learning</topic><topic>Organic chemistry</topic><topic>Pedagogical Content Knowledge</topic><topic>Posttests</topic><topic>Pretests</topic><topic>Pretests Posttests</topic><topic>Program Effectiveness</topic><topic>Questionnaires</topic><topic>Science Curriculum</topic><topic>Science Education</topic><topic>Science Instruction</topic><topic>Scientific Concepts</topic><topic>Student Teacher Attitudes</topic><topic>Student Teachers</topic><topic>Surveys</topic><topic>Teachers</topic><topic>Technological innovation</topic><topic>Technological Literacy</topic><topic>Technology</topic><topic>Technology Uses in Education</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Çalik, Muammer</creatorcontrib><creatorcontrib>Özsevgeç, Tuncay</creatorcontrib><creatorcontrib>Ebenezer, Jazlin</creatorcontrib><creatorcontrib>Artun, Hüseyin</creatorcontrib><creatorcontrib>Küçük, Zeynel</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Agricultural Science Collection</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Materials Science &amp; Engineering Collection</collection><collection>ProQuest One Sustainability</collection><collection>ProQuest Central</collection><collection>Advanced Technologies &amp; Aerospace Collection</collection><collection>Agricultural &amp; Environmental Science Collection</collection><collection>ProQuest Central Essentials</collection><collection>Biological Science Collection</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>Earth, Atmospheric &amp; Aquatic Science Collection</collection><collection>ProQuest One Community College</collection><collection>ProQuest Materials Science Collection</collection><collection>ProQuest Central</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>Materials Science Database</collection><collection>ProQuest Engineering Collection</collection><collection>ProQuest Biological Science Collection</collection><collection>Agriculture Science Database</collection><collection>ProQuest Biological Science Journals</collection><collection>Engineering Database</collection><collection>Advanced Technologies &amp; Aerospace Database</collection><collection>ProQuest Advanced Technologies &amp; Aerospace Collection</collection><collection>Environmental Science Database</collection><collection>Earth, Atmospheric &amp; Aquatic Science Database</collection><collection>Materials Science Collection</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>Engineering collection</collection><collection>Environmental Science Collection</collection><jtitle>Journal of science education and technology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Çalik, Muammer</au><au>Özsevgeç, Tuncay</au><au>Ebenezer, Jazlin</au><au>Artun, Hüseyin</au><au>Küçük, Zeynel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1038218</ericid><atitle>Effects of 'Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables</atitle><jtitle>Journal of science education and technology</jtitle><stitle>J Sci Educ Technol</stitle><date>2014-06-01</date><risdate>2014</risdate><volume>23</volume><issue>3</issue><spage>412</spage><epage>430</epage><pages>412-430</pages><issn>1059-0145</issn><eissn>1573-1839</eissn><abstract>The purpose of this study is to examine the effects of 'environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test—post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an 'environmental chemistry' elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the 'environmental chemistry' elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.</abstract><cop>Dordrecht</cop><pub>Springer Science+Business Media</pub><doi>10.1007/s10956-013-9473-5</doi><tpages>19</tpages></addata></record>
fulltext fulltext
identifier ISSN: 1059-0145
ispartof Journal of science education and technology, 2014-06, Vol.23 (3), p.412-430
issn 1059-0145
1573-1839
language eng
recordid cdi_proquest_journals_2259593114
source JSTOR Archival Journals and Primary Sources Collection; Springer Nature; ERIC
subjects Analysis
Attitude Change
Attitudes
Chemistry
Concept Formation
Data collection
Education
Educational Technology
Elective Courses
Environmental chemistry
Environmental Education
Environmental technology
Feasibility studies
Green chemistry
Green technology
Knowledge
Learning
Organic chemistry
Pedagogical Content Knowledge
Posttests
Pretests
Pretests Posttests
Program Effectiveness
Questionnaires
Science Curriculum
Science Education
Science Instruction
Scientific Concepts
Student Teacher Attitudes
Student Teachers
Surveys
Teachers
Technological innovation
Technological Literacy
Technology
Technology Uses in Education
title Effects of 'Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-16T02%3A11%3A40IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Effects%20of%20'Environmental%20Chemistry'%20Elective%20Course%20Via%20Technology-Embedded%20Scientific%20Inquiry%20Model%20on%20Some%20Variables&rft.jtitle=Journal%20of%20science%20education%20and%20technology&rft.au=%C3%87alik,%20Muammer&rft.date=2014-06-01&rft.volume=23&rft.issue=3&rft.spage=412&rft.epage=430&rft.pages=412-430&rft.issn=1059-0145&rft.eissn=1573-1839&rft_id=info:doi/10.1007/s10956-013-9473-5&rft_dat=%3Cgale_proqu%3EA714981605%3C/gale_proqu%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c399t-703231691b02dd43aedb9f2cb2373442b22dea96c14f7d46ceb7dbdbbec9bb8d3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2259593114&rft_id=info:pmid/&rft_galeid=A714981605&rft_ericid=EJ1038218&rft_jstor_id=24019796&rfr_iscdi=true