Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
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 Effect of the instruction based on the epistemologically and metacognitively improved 7E learning cycle on tenth grade students' achievement and epistemological understandings in Physics
Download
index.pdf
Date
2013
Author
Yerdelen Damar, Sevda
Metadata
Show full item record
Item Usage Stats
413
views
217
downloads
Cite This
This study investigated the effect of the epistemologically and metacognitively stimulated 7E learning cycle (EM-7ELC) on tenth grade students’ physics achievement and epistemological understandings in physics. The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two Anatolian teacher training high schools in Ankara. A quasi-experimental with matching-only pretest-posttest control group design was employed. Two intact classes of each school were randomly assigned to the experimental and control group. The experimental group was instructed based on the EM-7ELC while the control group was taught with the traditional instruction. The study was conducted in 2009-2010 academic year. The Force and Motion Achievement Test-I and II were administered to assess the students’ achievement in force and motion unit. The Turkish Physics Expectation Survey was applied to probe the students’ epistemological understandings in physics. Analysis of Covariance (ANCOVA) was employed to examine the effect of the instruction relied on the EM-7ELC on the students’ epistemological understandings when their pre-epistemological understandings were controlled. The result indicated that there was a significant difference between two groups’ post epistemological understandings in favor of the EM-7ELC group. In this study, a statistically significant interaction between the mode of instruction and the students’ pre-epistemological understandings was observed. Aptitude treatment interaction (ATI) analysis was used to figure out the nature of this interaction. The result of the analysis demonstrated that the traditional instruction was more effective for promoting physics achievement for the students’ indicating very low epistemological stance. However, the EM-7ELC was more effective for the other types of the students.
Subject Keywords
Physics
,
Science
,
Cognitive learning theory.
,
Learning, Psychology of.
,
Education, Secondary.
URI
http://etd.lib.metu.edu.tr/upload/12615646/index.pdf
https://hdl.handle.net/11511/22275
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
The effect of context-based instruction integrated with learning cycle model on students’ achievement and retention related to states of matter subject
Sunar, Sabiha; Geban, Ömer; Department of Secondary Science and Mathematics Education (2013)
This study aims to explore the effectiveness of context-based instruction integrated with learning cycle model as compared to the traditional instruction on tenth grade students’ achievement and knowledge retention on the states of matter subject and their attitudes toward chemistry. In order to achieve this aim, a quasi-experimental pre-test post-test control group research design was applied. A total of 150 tenth grade students of two high schools were the participants of the study. During the treatment, ...
The Impact of The Metacognitive 7E Learning Cycle on Students Epistemological Understandings
Yerdelen Damar, Sevda; Eryılmaz, Ali (2016-03-01)
This study investigated the effect of metacognitively stimulated 7E learning cycle on tenth grade students’ epistemological understandings in physics. The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two public high schools in Ankara. A quasi-experimental with matching-only pretest-posttest control group design was employed. Two intact classes of each school were randomly assigned to the experimental and control group. The experimental group was instructed based on the...
The Effect of metacognitive instructional method on eleventh grade students’ metacognitive skill and mathematical procedural and conceptual knowledge
Abdul Aziz, Tian; Bulut, Safure; Department of Secondary Science and Mathematics Education (2016)
The purpose of the study was to investigate the effect of metacognitive instructional method, compared to traditional instruction on eleventh grade science student’s mathematical procedural and conceptual knowledge, and metacognitive skills. Sixty-six eleventh-grade students in a school in Bandung City, Indonesia took part in this study. Matching-only pre-test-post-test control group design was conducted. The classes were randomly assigned to experimental and control group. In the experimental group metacog...
The effect of 5E learning cycle model on eleventh grade students’ conceptual understanding of acids and bases concepts and motivation to learn chemistry
Çetin Dindar, Ayla; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students’ conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were adm...
Effectiveness of context based approach through 5E learning cycle model on students' understanding of chemical reactions and energy concepts and their motivation to learn chemistry
Çiğdemoğlu, Ceyhan; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012)
The aim of study was to investigate the effect of context-based approach (CBA) through 5E learning cycle (LC) model over traditional instruction on students’ understanding, achievement, and chemical literacy on chemical reactions and energy concepts. The effect of instruction on students’ motivation to learn chemistry and the factors of motivation questionnaire were also explored. Additionally, the effect of gender difference was investigated. Six eleventh grade classes with 187 students taught by three tea...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
S. Yerdelen Damar, “The Effect of the instruction based on the epistemologically and metacognitively improved 7E learning cycle on tenth grade students’ achievement and epistemological understandings in Physics,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.
