Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

Date

2016-08-01

Author

Korur, Fikret
TOKER, Sacip
Eryılmaz, Ali

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

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This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science grade, and pretest scores were analyzed. No significant treatment effects were found between the inquiry and expository approaches. However, both groups demonstrated significant pretest-posttest gains in achievement and attitude. Independent from the method used, ONACOM was judged effective in both groups as students demonstrated increased achievement and attitude scores. ONACOM has a social and semantic network-aided infrastructure that can be adapted to both methods to increase students' achievement and improve their attitude.

Subject Keywords

Concept map, Multimedia/hypermedia, Science education, Social networking, Teaching/learning strategies

URI

https://hdl.handle.net/11511/46621

Journal

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY

DOI

https://doi.org/10.1007/s10956-016-9618-4

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

F. Korur, S. TOKER, and A. Eryılmaz, “Effects of the Integrated Online Advance Organizer Teaching Materials on Students’ Science Achievement and Attitude,” JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, pp. 628–640, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46621.