The Impact of The Metacognitive 7E Learning Cycle on Students Epistemological Understandings

2016-03-01
Yerdelen Damar, Sevda
Eryılmaz, Ali
This study investigated the effect of metacognitively stimulated 7E learning cycle on tenth grade students’ epistemological understandings in physics. The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two public high schools in Ankara. A quasi-experimental with matching-only pretest-posttest control group design was employed. Two intact classes of each school were randomly assigned to the experimental and control group. The experimental group was instructed based on the metacognitive 7E learning cycle while the control group was taught with the teacher-centered instruction. The Turkish Physics Expectation Survey was applied to probe the students’ epistemological understandings in physics. Analysis of Covariance (ANCOVA) was employed to examine the effect of the instruction relied on the metacognitive 7E learning cycle on the students’ epistemological understandings when their pre-epistemological understandings were controlled. The result indicated that there was a significant difference between two groups’ post epistemological understandings in favor of the experimental group.
Kastamonu Eğitim Dergisi

Suggestions

The Effect of the instruction based on the epistemologically and metacognitively improved 7E learning cycle on tenth grade students' achievement and epistemological understandings in Physics
Yerdelen Damar, Sevda; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2013)
This study investigated the effect of the epistemologically and metacognitively stimulated 7E learning cycle (EM-7ELC) on tenth grade students’ physics achievement and epistemological understandings in physics. The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two Anatolian teacher training high schools in Ankara. A quasi-experimental with matching-only pretest-posttest control group design was employed. Two intact classes of each school were randomly assigned to the ex...
The effect of cooperative learning approach based on conceptual change conditions on students understanding of chemical equilibrium
Bilgin, İbrahim; Geban, Ömer; Department of Secondary Science and Mathematics Education (2002)
The purpose of this study was to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. In addition, the effects of students' performance in small group work on the students' conceptual understanding and achievement of computational problems related to chemical equilibrium was investigated. mThe subjects ...
The effect of computer-based interactive conceptual change texts on 11th grade students’ understanding of electrochemistry concepts and attitude toward chemistry
Taşdelen, Uğur; Geban, Ömer; Department of Secondary Science and Mathematics Education (2011)
The purpose of the study was to investigate the effect of conceptual change oriented instruction accompanied by computer-based interactive conceptual change text (CBICCT) on 11th grade students understanding of electrochemistry and attitude toward chemistry. The study was conducted in an anatolian high school in Ankara with two science classes with 66 students in May 2009. A quasi experimental design was used. The classes was assigned to groups; one as control group and the other as experimental group. Whil...
Conceptual understanding of acids and bases concepts and motivation to learn chemistry
DİNDAR, AYLA ÇETİN; Geban, Ömer (2017-01-01)
The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the traditional teacher-centered instruction [TTCI]). Based on multivariate analysis of covariance results, the LCMI students outperformed the TTCI students in terms of conc...
The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement
Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01)
This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...
Citation Formats
S. Yerdelen Damar and A. Eryılmaz, “The Impact of The Metacognitive 7E Learning Cycle on Students Epistemological Understandings,” Kastamonu Eğitim Dergisi, pp. 603–618, 2016, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/79427.