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

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2013
Yerdelen Damar, Sevda
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.
Citation Formats
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.