A Design Practice for Interactive-direct Teaching Based on Constructivist Learning (IDTBCL): Boiling and Evaporation

摘要

In Interactive Direct Teaching Based on Constructivist Learning (IDTBCL), learning is evaluated as an oriented change or a mental passing from comprehending to understanding. The mental transition which will be actualized through the teaching activities in lesson practice of this approach includes creating the awareness of students related to the current concepts, creating a broad mental space including multiple conceptual parts, providing the adaptation of the new information to the previous knowledge through constant contextual communication, and harmonization. Misconceptions on Boiling and Evaporation are frequently encountered. In this study, fifty students studying at a state high school in province of Erzurum were chosen as the sample group. Half of the participants were determined as the control group and the rest as the experimental group. The implementation was performed as a quasi-experimental research design practice in the form of a control group pre-test post-test. A conceptual success test was administrated to the groups before the implementations as the pre-test. According to the results of pre-test, no significant difference between the groups was observed in terms of the conceptual success. After the teaching was accomplished by the same teacher in both groups, a significant difference was determined between the groups according to the post-test results and this difference was associated with the teacher's sense of learning. The significant positive change determined in the experimental group can be attributed to the positive attitude of the student towards this approach.