The effects of model-based cooperative and individual learning methods on pre-service science teachers’ conceptual understanding of gases

Abstract

"The aim of this study was to determine the effect of model-based cooperative (Reading Writing Application) and individual learning methods on conceptual understandings of pre-service science teachers and to eliminate their misconceptions related to gases. For this reason, a pretest/post-test non-equivalent comparison group design was applied across two experimental groups. The sample consisted of 42 pre-service science teachers; one of the research groups was a Reading Writing Application- Model Group (n=22) and the other group was an Individual Learning- Model Group (n=20). The Gases Concept Test (GCT) was used for pre- and post-test as the data collection instrument. For analysing data, descriptive statistics were determined, and the Mann-Whitney U test was performed. There was not a significant difference between groups with respect to their development of their conceptual understanding of gases. In addition, some preservice science teachers from both groups had various misconceptions about the topic after the application."