The Effect of Explicit-Embedded-Reflective Instruction on Scientific Literacy

Download

index.pdf

Date

2016-01-01

Author

Koksal, Mustafa
Çakıroğlu, Jale
Geban, Ömer

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

155
views

0
downloads

The purpose of this study was to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in scientific literacy levels of the ninth grade advanced science students by assessing content knowledge and scientific literacy levels. The study was conducted with 51 students by using experimental design. In the treatment group, the EER teaching was performed, while in the comparison group the instruction was conducted by lecturing, demonstration and questioning strategies in a teacher-centred context. Nature of Science Literacy Test and Cell Content Knowledge Test were used for data collection. T-tests were utilized for data analysis. The results of the study showed that the EER teaching was effective in terms of increase in scientific literacy levels and cell content knowledge in the treatment group. In addition, the approach was more effective in increasing scientific literacy levels and cell content knowledge than the regular approach.

Subject Keywords

Advanced science students, Cell subject, Explicit-embedded-reflective instruction, Scientific literacy

URI

https://hdl.handle.net/11511/32924

Journal

CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE

DOI

https://doi.org/10.15516/cje.v18i2.1428

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

The Effect of history of science instruction on elementary students' scientific literacy Cansız, Mustafa; Sungur Vural, Semra; Öztekin, Ceren; Department of Elementary Education (2014) The purpose of this study is to investigate the effectiveness of history of science instruction on elementary students' scientific literacy. Specifically, the effectiveness of history of science instruction over curriculum-oriented instruction was examined in terms of four central components of scientific literacy, which are science process skills, understanding of human circulatory system concepts, attitudes toward science, and nature of science views. A total of 95 sixth-grade students from four classes p...
The effect of explicit embedded reflective instruction on nature of science understandings, scientific literacy levels and achievement on cell unit Köksal, Mustafa Serdar; Geban, Ömer; Department of Secondary Science and Mathematics Education (2010) The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction on nature of science (NOS) understandings, scientific literacy levels and cell content knowledge of the ninth grade advanced science students. This study has been conducted with 71 students by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching has been conducted while NOS instruction in the comparison group for the same time interval has been done by lecture,...
The effects of multiple intelligences based instruction on sixth graders' science achievement and attitudes towards science Akbaş, Aydın; Sancar, Mehmet Tevfik; Department of Secondary Science and Mathematics Education (2004) The purpose of the study was to investigate the effects of multiple intelligences based instruction on sixth grade students? science achievement, and attitudes towards science. This experimental research was conducted in the 2nd term of 2002 ? 2003 educational year with sixth graders in METU Ankara College Primary School, and lasted for three weeks. A randomly chosen class was assigned to the experimental group and instructed by Multiple Intelligences Science Instruction, and the other randomly chosen class...
An investigation of pre-service elementary science teachers’ scientific literacy level and their attitudes towards science Ulutaş, Özgül; Ertepınar, Hamide; Department of Secondary Science and Mathematics Education (2009) This study aims to investigate pre-service elementary science teacher’s scientific literacy level and their attitudes towards science. In addition, whether pre-service elementary science teacher’s scientific literacy and their attitudes towards science differs in some demographic variables such as gender, high school profile, grade, place of family residence, parents educational level and family income level were examined. Finally, possible relationship between participants’ scientific literacy level and th...
The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes Toward Science Koksal, Ela Ayse; Berberoglu, Giray (2014-01-02) The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and co...

Citation Formats

M. Koksal, J. Çakıroğlu, and Ö. Geban, “The Effect of Explicit-Embedded-Reflective Instruction on Scientific Literacy,” CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, pp. 351–390, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/32924.