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Active-learning versus teacher-centered instruction for learning acids and bases

dc.contributor.authorTarhan, Leman
dc.contributor.authorSesen, Burçin
dc.date.accessioned2021-03-03T12:00:15Z
dc.date.available2021-03-03T12:00:15Z
dc.date.issued2011
dc.identifier.citationSesen B., Tarhan L., "Active-learning versus teacher-centered instruction for learning acids and bases", RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, cilt.29, sa.2, ss.205-226, 2011
dc.identifier.issn0263-5143
dc.identifier.otherav_2b4f1517-3cae-4008-b115-250add414b87
dc.identifier.othervv_1032021
dc.identifier.urihttp://hdl.handle.net/20.500.12627/33863
dc.identifier.urihttps://doi.org/10.1080/02635143.2011.581630
dc.description.abstractBackground and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'.
dc.language.isoeng
dc.subjectSosyal Bilimler (SOC)
dc.subjectSosyoloji
dc.subjectEĞİTİM VE EĞİTİM ARAŞTIRMASI
dc.subjectSosyal Bilimler Genel
dc.subjectSosyal ve Beşeri Bilimler
dc.subjectEğitim
dc.titleActive-learning versus teacher-centered instruction for learning acids and bases
dc.typeMakale
dc.relation.journalRESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
dc.contributor.departmentDokuz Eylül Üniversitesi , ,
dc.identifier.volume29
dc.identifier.issue2
dc.identifier.startpage205
dc.identifier.endpage226
dc.contributor.firstauthorID80638


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