the impact of the metacognitive 7e learning cycle on students' epistemological understanding
85560201
The Impact of The Metacognitive 7 E Learning Cycle on Students Epistemological Understandings
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) Sevda YERDELEN DAMAR, Ali ERYILMAZ. 604 Mart 2016 Cilt:24 No:2 Kastamonu Egitim Dergisi 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.
Egitim Fakultesi
125937122
The Effects Of The 5e Learning Cycle Model On Students' Understanding Of Force And Motion Concepts
As advocated by the National Research Council [NRC] (1996) and the American Association for the Advancement of Science [AAAS] (1989) a change in the manner in which science is taught must be recognized at a national level and also embraced at a level that is reflected in every science teacher's classroom. With these ideas set forth as a guide for change, this study investigated the fifth grade students' understanding of force and motion concepts as they engaged in inquiry based science investigations through the use of the 5E Learning Cycle. The researcher's journey through this process was also a focus of the study. Initial data were provided by a pretest indicating students' understanding of force and motion concepts. Four times weekly for a period of 14 weeks, students participated in investigations related to force and motion concepts. Their subsequent understanding of these concepts and their ability to generalize their understandings was evaluated via a posttest. Additionally, a review of lab activity sheets, other classroom based assessments, and filmed interviews allowed for the triangulation of pertinent data necessary to draw conclusions from the study. Findings showed that student knowledge of force and motion concepts did increase although their understanding as demonstrated on paper lacked completeness versus understanding in an interview setting. Survey results also showed that after the study students believed they did not learn science best via textbook based instruction.
Meghann Campbell
64701698
The Effect of 7 E Learning Cycle on Learning in Science Teaching A meta Analysis Study
This article reports the results of a meta analysis of the effectiveness of 7E learning cycle in science teaching. Totally 35 different effect sizes from 24 experimental studies, comprising 2918 students were included in the meta analysis. The results confirmed that 7E learning cycle have a positive effect on students' achievement. The overall effect size (Hedges's g) value obtained from independent studies was calculated as 1.245 95 CI, SE .148) between confidence intervals 956 and 1.534 according to the random effects model. Among all effect sizes 32 had a positive effect whereas 3 of them had negative effect. A number of sub group analyses (school level, type of publication, subject matter and duration) were conducted. The effect of 7E was not significant for school level, type of publication and duration. However, regarding the subject matter a significant difference was observed. The high effect size calculated in this meta analysis implies that the 7E learning cycle is a useful strategy that should be included in science curriculums.
Nuri Balta
148628842
The Effect of Learning Cycle Models on Achievement of Students: A Meta Analysis Study.
In the study, a meta analysis was conducted to determine the effect of the use of the learning cycle model on the achievements of the students. Doctorate and master theses, made between 2007 and 2016, were searched using the keywords in Turkish and English. As a result of the screening, a total of 123 dissertations, which used learning cycle models to increase the achievement of students, were included in the analysis. As a result of this study, it is confirmed that the effect of learning cycle models on students' achievement is positive and the determined effect size was found out as 1.164 95 CI, SE .071) according to random effects model. In the study, moderator analysis was made according to the learning cycle models, type of the dissertations, disciplines, and education levels of students. The analyses showed that among the learning cycle models, the highest effect size was determined in the 4E Model (2.659) among the dissertations the highest effect size was in master thesis (ES 1.231) among the disciplines the highest effect size was in the other lessons (ES 1.637) and among the educational levels the highest effect size was in the high school students (ES 1.237)
Hakan Sarac
55792798
EFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META ANALYSIS
Many studies on education focus on determining how students learn and on setting out more effective educational approaches, models, methods, and techniques. This may be due to the lack of certain knowledge about how the learning is formed, the excessiveness of the variables involved, and the fact that research findings have different results. Researches on learning might give different results because of people being influenced by many characteristics of themselves and because all kinds of external factors influence those (Riding Rayner, 2013) A student can have different levels of learning for different subjects or even for different subjects within a course (Felder Brent, 2005) In addition, due to the increase in knowledge by time and the fact that the technology has a great deal of influence on daily life, there may occur differences between research results. Additionally, the effect of teaching on learning is one of the least debated topics. This is because researchers are almost certain that learning would be very limited and incomplete without teaching (Schunk, 2013) Today, a variety of educational models have been developed and implemented at different levels of teaching in order to transfer the increasing fund of knowledge to the students in the most effective way (Bayram, Patli, and Savci, 1998) The influence of the theories of cognitive development theorists on the educational sciences increased and they were adopted all over the world in the 1950s. Thus, the focus was on studies aimed at increasing the effect of teaching and learning. The competition for space research was influential in this process, interest in science increased and research based learning and teaching approaches were adopted. One of the most important of these approaches is the learning cycle (LC) (Ayas, 1994) LC was developed by Robert Karplus. In 1977, on the basis of the theory of mental development introduced by the famous educator and psychologist Piaget (Karamustafaoglu Yaman, 2006) LC models were particularly important in the program which was developed by Karplus and his colleagues within the scope of the Science Improvement Study. This program is a research based approach that centers on student centered learning (Abraham, 2005) One of the most applied models of LC is the research based learning, also known as 5E. This model, which is quite popular in the constructivist approach, consists of five steps (Carin Bass, 2005; Ozsevgec, Cepni, Bayri, 2007) Based on the 5E model, alternative models such as 3E, 4E and 7E have been developed and used at every stage of science education (Eisenkraft, 2003) The steps for these models are displayed in the table below: Suleyman Yaman, Sadiye Karasah Ondokuz Mayis University, Turkey Abstract. This meta analysis has two
Suleyman Yaman Sadiye Karasah
11656000
The CES D Scale
The CES D scale is a short self report scale designed to measure depressive symptomatology in the general population. The items of the scale are symptoms associated with depression which have been used in previously validated longer scales. The new scale was tested in household interview surveys and in psychiatric settings. It was found to have very high internal consistency and adequate test retest repeatability. Validity was established by pat terns of correlations with other self report measures, by correlations with clinical ratings of depression, and by relationships with other variables which support its construct validity. Reliability, validity, and factor structure were similar across a wide variety of demographic characteristics in the general population samples tested. The scale should be a useful tool for epidemiologic studies of de pression.
Lenore Sawyer Radloff
60935820
Qualitative Data Analysis: An Expanded Sourcebook
Matthew B. Miles, Qualitative Data Analysis A Methods Sourcebook, Third Edition. The Third Edition of Miles Huberman's classic research methods text is updated and streamlined by Johnny Saldana, author of The Coding Manual for Qualitative Researchers. Several of the data display strategies from previous editions are now presented in re envisioned and reorganized formats to enhance reader accessibility and comprehension. The Third Edition's presentation of the fundamentals of research design and data management is followed by five distinct methods of analysis: exploring, describing, ordering, explaining, and predicting. Miles and Huberman's original research studies are profiled and accompanied with new examples from Saldana's recent qualitative work. The book's most celebrated chapter, "Drawing and Verifying Conclusions," is retained and revised, and the chapter on report writing has been greatly expanded, and is now called "Writing About Qualitative Research." Comprehensive and authoritative, Qualitative Data Analysis has been elegantly revised for a new generation of qualitative researchers. Johnny Saldana, The Coding Manual for Qualitative Researchers, Second Edition. The Second Edition of Johnny Saldana's international bestseller provides an in depth guide to the multiple approaches available for coding qualitative data. Fully up to date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: describes how coding initiates qualitative data analysis; demonstrates the writing of analytic memos; discusses available analytic software; suggests how best to use the book for particular studies. In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. For each approach, Saldana discusses the method's origins, a description of the method, practical applications, and a clearly illustrated example with analytic follow up. A unique and invaluable reference for students, teachers, and practitioners of qualitative inquiry, this book is essential reading across the social sciences. Stephanie D. H. Evergreen, Presenting Data Effectively Communicating Your Findings for Maximum Impact. This is a step by step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting. Written in an easy, accessible manner, Presenting Data Effectively provides guiding principles for designing data presentations so that they are more likely to be heard, remembered, and used. The guidance in the book stems from the author's extensive study of research reporting, a solid review of the literature in graphic design and related fields, and the input of a panel of graphic design experts. Those concepts are then translated into language relevant to students, researchers, evaluators, and non profit workers anyone in a position to have to report on data to an outside audience. The book guides the reader through design choices related to four primary areas: graphics, type, color, and arrangement. As a result, readers can present data more effectively, with the clarity and professionalism that best represents their work.
M Miles A Michael Huberman
24916438
Assessment of eating disorders: interview or self report questionnaire?
A detailed comparison was made of two methods for assessing the features of eating disorders. An investigator based interview was compared with a self report questionnaire based directly on that interview. A number of important discrepancies emerged. Although the two measures performed similarly with respect to the assessment of unambiguous behavioral features such as self induced vomiting and dieting, the self report questionnaire generated higher scores than the interview when assessing more complex features such as binge eating and concerns about shape. Both methods underestimated body weight.
The International journal of eating disorders
Christopher G Fairburn Sarah J Beglin
62670790
Educational research, an introduction
I. INTRODUCTION. 1. The Nature of Educational Research II. PLANNING A RESEARCH STUDY. 2. The Research Process: From Proposal to Final Report 3. Ethics and Site Relations 4. Reviewing the Literature III. RESEARCH METHODS. 5. Statistical Techniques 6. Selecting a Sample 7. Collecting Research Data with Tests and Self Report Measures 8. Collecting Research Data with Questionnaires and Interviews 9. Collecting Research Data through Observation and Content Analysis IV. QUANTITATIVE RESEARCH DESIGN. 10. Nonexperimental Research: Descriptive and Causal Comparative Designs 11. Nonexperimental Research: Correlational Designs 12. Experiment Research: Designs, Part 1 13. Experimental Research: Designs, Part 2 V. APPROACHES TO QUALITATIVE RESEARCH. 14. Case Study Research 15. Qualitative Research Traditions 16. Historical Research VI. APPLICATIONS OF RESEARCH. 17. Evaluation Research 18. Action Research
Meredith Damien Gall Joyce P Gall Walter R Borg
68484736
Developing a framework to support undergraduate students on placement
This research sets out to explore the role of work based learning within nonvocational under graduate programmes. It is based on a longitudinal study focussing on three degree programmes within the School of Education at Nottingham Trent University. The focus for this research is on a short period of WBL experience, that is, a maximum of forty five days in length, organised by the student and approved and supported by Nottingham Trent University.
Helen Boulton