Investigating the effects of science writing heuristic approach on eight grade students’ achievement, metacognition and epistemological beliefs

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2016
Tucel, Sabahat Tuğçe
The aim of this study was investigating the effects of Science Writing Heuristic (SWH) approach on 8th grade students' science achievement, metacognition and scientific epistemological beliefs when compared to traditional instruction. For this purpose, a non-equivalent control group post-test only design was employed. Two 8th grade classes from a public elementary school were selected for the study. One class was assigned as experimental group and the other class was assigned as the comparison group. Students in the experimental group were instructed with the SWH approach, while those in comparison group were instructed with traditional science instruction during 13 weeks. Science Achievement Test for Eight Graders (SATEG), Metacognitive Awareness Inven tory (MAI) and Epistemological Belief Questionnaire (EBQ) were administered as pre-test and post-test to collect data. The data were analyzed by using t-test and MANOVA. Pre-test results indicated that there was no statistically significant mean difference between the two groups regarding MAI, EBQ and SATEG scores before the treatment. Post-test results revealed that there was a statistically significant mean difference between the experimental and the comparison group, in favor of the experimental group.
Citation Formats
S. T. Tucel, “Investigating the effects of science writing heuristic approach on eight grade students’ achievement, metacognition and epistemological beliefs,” M.S. - Master of Science, Middle East Technical University, 2016.