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
Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics
Download
index.pdf
Date
2013
Author
Çetin, Ali
Metadata
Show full item record
Item Usage Stats
363
views
173
downloads
Cite This
The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web environments, Web Based Inquiry Learning Environment-WILE and Web Based Expository Learning Environment- WELE, were developed and used in blended mode with inquiry and expository teaching methods. Internet accesibilities and technological availabilities of the schools in Çankaya were used as two criteria of purposive sampling procedure, and then two private and two Anatolian High Schools in Çankaya were selected as a convenience sampling. The classes were randomly assigned to the treatment groups. 253 students’ scores were used for inferential statistics. The implementation of this study took six weeks in 2009-2010 academic year. Three instruments were used to gather data: electricity achievement test, science process skills test, and physics attitude scale. These instruments were administered both as pretests and as posttests. The data were analyzed by using Multivariate Analysis of Covariance (MANCOVA). The results revealed that: (1) blended instruction is more effective than face-to-face instruction in supporting students’ conceptual understanding of electricity and their science process skills. (2) The inquiry teaching method is as effective as the expository teaching method when students’ mean academic achievement, science process skills, and attitude scores are compared. (3) No interaction effect was found between teaching methods and instructional modes.
Subject Keywords
Physics
,
Science
,
Teaching
,
Students
,
Learning, Psychology of.
,
Education, Secondary.
URI
http://etd.lib.metu.edu.tr/upload/12615793/index.pdf
https://hdl.handle.net/11511/22560
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
Content analysis of 9th grade physics curriculum, textbook, lessons with respect to science process skills
Yılmaz Senem, Beril; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2013)
The purpose of this study is to investigate the extent in which science process skills are included in 9th grade physics curriculum (TTKB, 2011), 9th grade physics textbook (MONE, 2010) and 9th grade physics lessons. Moreover, it investigates to what degree the curriculum, the textbook and physics lessons were consistent with the inclusion of science process skills. A content analysis was conducted to the curriculum, textbook and observation of three physics teachers’ lessons. Science Process Skills Questio...
Science teachers’ theory and pedagogy of argumentation in science education: design, implementation, and evaluation of a graduate course through educational design research
Özdem Yılmaz, Yasemin; Çakıroğlu, Jale; Ertepınar, Hamide; Department of Elementary Education (2014)
The current study is an educational design research on the design, implementation and evaluation of a graduate course that is aimed at improving science teachers’ theory and pedagogy of argumentation in science education. It was aimed to describe the educational design process of a graduate course with a reflexive approach. In addition to the design process, the science teachers’ instructional practices in argumentation based lessons were explored in the study. The participants were 1 elementary school scie...
Effect of structuring cooperative learning based on conceptual change approach on students' understanding of the concepts of mixtures and their motivation
Belge Can, Hatice; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2013)
The purpose of this study is to investigate the effect of structuring cooperative learning based on conceptual change approach on grade nine students’ understanding the concepts of mixtures and their motivation, compared to traditional instruction. Mixtures Concept Test (MCT), self-efficacy for learning and performance, task value, control of learning beliefs, and test anxiety sub-scales of Motivated Strategies for Learning Questionnaire (MSLQ), and mastery approach goals, mastery avoidance goals, performan...
Approach-Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction
PEŞMAN, HAKİ; Özdemir, Ömer Faruk (2012-01-01)
The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2 x 2 factorial design was performed with four treatment groups, including 131 11th-...
Effectiveness of 5E learning cycle model on hihg school students' understanding of solubility equilibrium concept
Aydemir, Nurdane; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students’ understanding of solubility equilibrium concept, students’ perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test ...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
A. Çetin, “Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.