Effects of 7e learning cycle model accompanied with computer animations on understanding of diffusion and osmosis concepts

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2010
Bülbül, Yeter
The main purpose of the study was to compare the effectiveness of the instruction based on 7E learning cycle model accompanied with computer animations and traditionally designed biology instruction on 9th grade students’ understanding and achievement related to diffusion and osmosis concepts and their attitudes toward biology as a school subject. Quasi experimental design was used in this study. A total number of 66 ninth grade students from four intact classes of a biology course taught by the same biology teacher in a private high school in Istanbul were enrolled. The study was conducted during spring semester of 2008-2009 academic year. This study included two experimental and two control groups. Experimental and control groups were randomly assigned. The students in the control group were instructed with traditionally designed biology instruction, while the students in the experimental group were instructed with 7E learning cycle model based instruction accompanied with computer animations. In the experimental group, students were taught with respect to the sequence of 7E learning cycle model which are elicit, engage, explore, explain, elaborate, evaluate, and extend through the use of activities such as demonstration, computer animations, laboratory activities, and discussions. In the control group, traditionally designed biology instruction was implemented through the teacher explanation, demonstrations, and use of textbook. Diffusion and Osmosis Diagnostic Test (DODT), Diffusion and Osmosis Achievement Test (DOACH), Attitude Scale Toward Biology (ASTB) were administered to both groups as a pre-test and post-test to assess students’ understanding and achievement of diffusion and osmosis concepts, and students’ attitudes toward biology respectively. Science Process Skill Test (SPST) was given at the beginning of the study to determine students’ science process skills. Moreover classroom observations were conducted. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on 7E learning cycle model accompanied with computer animations caused significantly better acquisition of the scientific conceptions related to diffusion and osmosis concepts than traditionally designed biology instruction. Science process skill was determined as a strong predictor in the concepts related to diffusion and osmosis. Moreover instruction based on 7E learning cycle model accompanied with computer animations was more effective for improvement of students’ attitudes as a school subject. However no significant effect of gender difference on students’ understanding, achievement, and attitudes toward biology as a school subject was found.
Citation Formats
Y. Bülbül, “Effects of 7e learning cycle model accompanied with computer animations on understanding of diffusion and osmosis concepts,” Ph.D. - Doctoral Program, Middle East Technical University, 2010.