Effects of Lecture, Teacher Demonstrations, Discussion and Practical Work on 10th Graders' Attitudes to Chemistry and Understanding of Electrolysis

By Jerome A. Thompson, K. Soyibo. 2002

100 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/f2b0039c7b437a6c618853de8bda4503475e33ed

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. D. Cheung
2. Norman Reid *
3. Burçin Acar
4. L. Tarhan
5. D. Grube
6. O. Geban
7. S. Bögeholz
8. Nina Holstermann

In General Agricultural and Biological Sciences

1. D. Cheung
2. Norman Reid *

In Physical and Theoretical Chemistry

1. D. Cheung
2. Norman Reid *
3. Burçin Acar
4. N. Canpolat
5. L. Tarhan
6. Tacettin Pınarbaşı
7. O. Geban
8. Samih Bayrakçeken

Citations in the corpus

• Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender (2009, background): “A number of curriculum evaluation projects included student attitude to chemistry as one of the dependent variables (e.g., Adesoji and Raimi 2004; Thompson and Soyibo 2002), but they”
• The conceptual change approach to teaching chemical equilibrium (2006, background): “Thompson and Soyibo ( 2002 ) similarly found that the combination of lectures, teacher demonstrations, class discussions and student practical work in small groups significantly improved the experimental subjects’ understanding of electrolysis more than their control group counterparts.”
• Hands-on Activities and Their Influence on Students’ Interest (2010, background): “Thompson and Soyibo (2002) presented students with two different conditions within their chemistry classes.”
• Thoughts on attitude measurement (2006, background): “Attitudes in relation to computer-assisted instruction (Soyibo & Hudson, 2000) and practical work (Thompson & Soyibo, 2002) have been reported, although both studies lost potentially interesting detail by the measurement techniques employed.”
• Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry (2007, background): “between concepts. Thompson & Soyibo (2002) reported that high school students ranked electrolysis concepts as being the most difficult to understand in the subject of chemistry and they had a poor understanding of electrolysis.”