The effect of project-based learning on 7th grade students’ knowledge acquisition in, attitude towards and active learning strategies in and learning value of geometry with differing cognitive style

Download
2010
Aydınyer, Yurdagül
The aim of this study was twofold: (a) to investigate whether seventh grade students’ conditional and procedural knowledge acquisition in, attitude towards, active learning strategies in, and learning value of geometry improve differentially for students having different cognitive styles in project-based learning and (b) to examine how project-based learning affects them. Participants were 97 seventh-grade students in a private school in Ankara. The students were classified into three groups: Field dependent (N=31), field middle (N=35), and field independent (N=31), based on the raw scores of the participants from the Group Embedded Figures Test. Only one treatment (i.e., project-based learning) was conducted for the study, lasting 30 lesson hours. Pre-test and post-test design for the students having three different cognitive styles was utilized. A mixed methods design integrating both quantitative and qualitative data was used for this study. The data were collected through Conditional and Procedural Knowledge Tests, Active Learning Strategies in and Learning Value of Geometry Questionnaire, Geometry Attitude Scale, interview responses, and classroom observation field notes. The quantitative analyses were carried out by using Mixed Design (one between factor and one within factor) Multivariate Analysis of Variance (MANOVA). The results revealed that there is no significant interaction between time and group. There was a substantial main effect for time and follow up analyses for this effect showed that the students achieved large learning gains for all dependent variables. In addition, the main effect of group was not significant. According to interview responses and classroom observation field notes, those quantitative results were attributable to the influence of contextualizing, visualizing, and collaborating geometry concepts with their peers and teacher during benchmark lessons and developing and sharing artifacts for each of the cognitive style group.

Suggestions

Creativity in early childhood teacher education: beliefs and practices
Ata-Akturk, Aysun; Sevimli Çelik, Serap (Informa UK Limited, 2020-01-01)
The aim of this study was twofold: (a) To carry out an in-depth investigation of pre-service teachers (PTs) beliefs regarding creativity and the perceived barriers of creative processes within early childhood education, and (b) To examine the extent to which PTs reflect their creativity within their pedagogical practices. The participants (n = 45) were university seniors attending an early childhood education programme. The study results demonstrated a lack of knowledge and experience regarding creativity i...
A Modeling study about barriers which anatolian teacher training school physics teacher faced implementing micro-computer based laboratory
Alptekin, Funda; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2018)
The aim of this study is fourfold: (a) to explore the barriers Anatolian Teacher Training High School (ATTHS) physics teachers face with implementing Microcomputer Based Laboratory (MBL), (b) to develop two structural equation models (SEM) and a hierarchical linear model (HLM) to determine relationships between these barriers, (c) to describe how MBL is being implemented in ATTHS physics courses and (d) Make suggestions for an effective in-service training course for MBL. A total of fifteen questionnaires w...
Variations of estimated maximal aerobic speed in children soccer players and its associations with the accumulated training load: Comparisons between non, low and high responders
Clemente, Filipe Manuel; Silva, Ana Filipa; Alves, Ana Ruivo; Nikolaidis, Pantelis Theodoros; Ramirez-Campillo, Rodrigo; Lima, Ricardo; Söğüt, Mustafa; Rosemann, Thomas; Knechtle, Beat (Elsevier BV, 2020-10-01)
The aim of this study was twofold: (i) to examine the variations of estimated maximal aerobic speed between non, low and high responders and (ii) to analyze the relationships between accumulated training load parameters and variations of maximal aerobic speed in children soccer players. Forty-four male soccer players were assessed three times during the early and mid-season (second to fifth month of the season) and were monitored daily over the period of analysis using the rating of perceived exertion (RPE)...
An investigation of seventh grade students’ computational estimation strategies and factors associated with them
Boz, Burçak; Bulut, Safure; Department of Secondary Science and Mathematics Education (2009)
The purpose of this study was to identify seventh grade students’ computational estimation strategies and factors associated with these strategies. A case study was conducted with five students. They were selected among 116 seventh grade students from a public elementary school in Aegean region. Two sessions of clinical interviews were carried out with each participant. In the first interview session, the Computational Estimation Test, which was consisted of 15 estimation questions, was administered to stud...
The effects of hands-on activity enriched instruction on sixth grade students' achievement and attitudes towards science
Türk, Özlem; Çakıroğlu, Özlem; Department of Secondary Science and Mathematics Education (2005)
This study aimed to investigate the effectiveness of hands-on activity enriched instruction on sixth grade students̕ achievement (on sense organs) and attitudes towards science. In this study, Science Achievement Test and Science Attitude Scale were used to assess students̕ achievement on sense organs and students̕ attitudes towards science, respectively. Also, hands-on activities about sense organs were prepared. This study was conducted with 2 teachers and 4 classes and total of 140 sixth grade students i...
Citation Formats
Y. Aydınyer, “The effect of project-based learning on 7th grade students’ knowledge acquisition in, attitude towards and active learning strategies in and learning value of geometry with differing cognitive style,” Ph.D. - Doctoral Program, Middle East Technical University, 2010.