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Journals / Kastamonu Üniversitesi Kastamonu Eğitim Dergisi / 2016 / Cilt: 24 - Sayı: 2 (10.yıl özel sayısı)

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

Üst-Bilişsel 7E Öğrenme Döngüsünün Öğrencilerin Fizikteki Epistemolojik Anlayışlarına Etkisi1

Ali ERYILMAZ
Sevda DAMAR YERDELEN
Pages
603–618
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The result indicated that there was a significant difference between two groups' post epistemological understandings in favor of the experimental group.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigated the effect of metacognitively stimulated 7E learning cycle on tenth grade students' epistemological understandings in physics.
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Key Findings & Data:The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two public high schools in Ankara.
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Conclusion & Impact:The result indicated that there was a significant difference between two groups' post epistemological understandings in favor of the experimental group.
🔬Design:Survey & Empirical Study
📍Scope:2012 Verileri
⚙️Variables:Domain Parameters

Abstract

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 1. This study is produced from the first author's dissertation and a part of it was presented at World Conference on Physics Education (2012, Istanbul). 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.

Özet

Bu çalışmada üst-bilişsel olarak iyileştirilmiş 7E öğrenme döngüsünün onuncu sınıf öğrencilerinin epistemolojik anlayışlarına etkisi araştırılmıştır. Çalışmaya, Ankara'da bulunan iki devlet lisesindeki 107 (49 Kız, 58 Erkek) onuncu sınıf öğrencisi katılmıştır. Çalışmada yarı deneysel desen kullanılmıştır. Her bir okuldan iki sınıf, kontrol ve deney gruplarına rastgele atanmıştır. Kontrol grubunda dersler öğretmen merkezli öğretimle işlenirken, deney grubu ise üst-bilişsel olarak iyileştirilmiş 7E öğrenme döngüsü ile işlenmiştir. Türkçe Fizik Beklentileri Anketi, öğrencilerin epistemolojik anlayışlarını değerlendirmek için kullanılmıştır. Öğrencilerin ön-epistemolojik anlayışlarının kontrol edildikten sonra, üst-bilişsel olarak iyileştirilmiş 7E öğrenme döngüsünün öğrencilerinin epistemolojik anlayışlarına etkisini test etmek için Kovaryans Analizi (ANCOVA) kullanılmıştır. Analiz sonucu, deney ve kontrol grubu öğrencilerinin epistemolojik anlayış puanlarının ortalaması arasında deney grubu lehinde anlamlı bir farkın olduğunu göstermiştir.

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Cite This Article

ERYILMAZ, A., YERDELEN, S. D. (2022). The Impact of The Metacognitive 7E Learning Cycle on Students' Epistemological Understandings. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, Cilt: 24 - Sayı: 2 (10.yıl özel sayısı), 603–618. https://ajindex.com/articles/572034

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