The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

Date

2011-01-01

Author

Yilmaz, Diba
Öztekin, Ceren
Sungur, Semra

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The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre-test, post-test, and delayed post-test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between-within subjects analysis of variance revealed that students in both prediction/discussion-based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/46137

Journal

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION

DOI

https://doi.org/10.1080/09500691003657758

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

D. Yilmaz, C. Öztekin, and S. Sungur, “The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics,” INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, pp. 607–628, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46137.