The effect of case teaching on meaningful and retentive learning when studying genetic engineering

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dc.authoridKÖKSAL, Mustafa Serdar/0000-0002-2185-5150;
dc.authorwosidKarabulut, Songul/I-5738-2015
dc.authorwosidKÖKSAL, Mustafa Serdar/K-9213-2019
dc.authorwosidKÖKSAL, Mustafa Serdar/L-3711-2019
dc.contributor.authorGuccuk, Ahmet
dc.contributor.authorKoksal, Mustafa Serdar
dc.date.accessioned2024-08-04T20:41:48Z
dc.date.available2024-08-04T20:41:48Z
dc.date.issued2017
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe purpose of this study is to investigate the effects of case teaching on how students learn about genetic engineering, in terms of meaningful learning and retention of learning. The study was designed as quasi-experimental research including 63 8th graders (28 boys and 35 girls). To collect data, genetic engineering achievement tests were developed by the researchers and concept maps (CMs) were used. In the study, the experimental group (n = 31) experienced case teaching, while the comparison group (n = 32) experienced ordinary teaching. To analyse the data from achievement test scores, the Wilcoxon signed-rank test and the Mann-Whitney U test were used. In analysis of the CMs, the number of concepts, number of connecting phrases, number of examples used in the maps and shape of the maps were determined. The analyses showed that the mean achievement scores of the groups significantly differed in favour of the experimental group. Also, retention of the learning in the experimental group was observed. The number of concepts used in CMs did not significantly differ, while the number of connecting phrases in both groups differed significantly in favour of the experimental group. In addition, the students in the experimental group changed their initial hierarchical maps into branched maps, indicating more connection to other concepts.en_US
dc.identifier.doi10.1080/00219266.2016.1182049
dc.identifier.endpage211en_US
dc.identifier.issn0021-9266
dc.identifier.issn2157-6009
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-84973639320en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage197en_US
dc.identifier.urihttps://doi.org/10.1080/00219266.2016.1182049
dc.identifier.urihttps://hdl.handle.net/11616/97365
dc.identifier.volume51en_US
dc.identifier.wosWOS:000404288400010en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal of Biological Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectGenetic engineeringen_US
dc.subjectcase teachingen_US
dc.subjectmeaningful learningen_US
dc.subjectretention in learningen_US
dc.subjectconcept mapsen_US
dc.titleThe effect of case teaching on meaningful and retentive learning when studying genetic engineeringen_US
dc.typeArticleen_US

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