Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
The comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on students’ genetics understanding and self-regulated learning
Download
index.pdf
Date
2007
Author
Yılmaz, Diba
Metadata
Show full item record
Item Usage Stats
312
views
426
downloads
Cite This
The purpose of this study was to investigate the comparative effects of prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT), and traditional instructions (TI) on 8th grade students’ understanding of genetics concepts and on their perceived motivation and perceived use of learning strategies. This study was carried out during 2006-2007 fall semester at a public elementary school in Ankara. A total of eighty-one 8th grade students from three intact classes were involved in the quantitative part of this study. Students in the first and second experimental groups instructed with HPD-LC and CCT, respectively. The students in control group received TI. In the qualitative part, pre- and post-instructional interviews held with six students were interpreted by using a multidimensional interpretive framework of conceptual change. In this study the Genetics Concept Test was administered as pre-test, post-test, and delayed post-test in order to examine the effects of instructional strategies on students’ genetics understanding and retention. The Motivated Strategies for Learning Questionnaire was administered as pre-test and post-test to examine the effects of instructional strategies on students’ motivation and use of learning strategies. The results of mixed between-within subjects ANOVA revealed that students in both experimental groups understood the genetics concepts and retained their knowledge significantly better than students in control group. One-way MANOVA results revealed that HPD-LC students used elaboration strategies significantly more than CCT students. Interview analysis by considering ontological, epistemological, and social/affective perspectives of conceptual change indicated that some students from each group underwent conceptual change concerning the genetics concepts.
Subject Keywords
Educational science.
URI
http://etd.lib.metu.edu.tr/upload/2/12608769/index.pdf
https://hdl.handle.net/11511/16725
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
The effects of problem solving approaches on students’ performance and self-regulated learning in mathematics
Polat, Zeynep Sonay; Bulut, Safure; Department of Secondary Science and Mathematics Education (2009)
The main purpose of this study was to investigate the effects of problem solving approaches on pre-service elementary teachers’ basic mathematics achievement, problem- solving performance and their self regulated learning. The study was conducted as quasi - experimental design with 110 elementary school pre-service teachers at a public university in Central Anatolia Region in the 2007-2008 academic year during the second semester. The time duration of the study was 12 weeks. Experimental group was instructe...
Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts
Kondakçı, Esen; Geban, Ömer (Springer Science and Business Media LLC, 2005-07-01)
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administered to a total of 64 eighth grade s...
The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics
Erbaş, Ayhan Kürşat (Informa UK Limited, 2015-10-02)
The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and c...
Examining 8th grade students’ perception of learning environment of science classrooms in relation to motivational beliefs and attitudes
Arısoy, Nazmiye; Çakıroğlu, Jale; Department of Educational Sciences (2007)
The classroom has become an important focus of educational research because most learning takes place there. The purpose of this study was to examine 8th grade students perception of science classroom environment from constructivist perspective and investigate the association between students perceptions, motivational beliefs and attitudes toward science. In addition in this study the affects of gender difference on students’ constructivist learning environment, motivation and attitude toward science were i...
The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics
Yilmaz, Diba; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2011-01-01)
The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). ...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
D. Yılmaz, “The comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on students’ genetics understanding and self-regulated learning,” M.S. - Master of Science, Middle East Technical University, 2007.
