The 7E Learning Cycle Approach to Understand Thermal Phenomena

Abstract

Conceptual understanding is often a problem in science learning, and this issue has become the point of science education experts, including in Indonesia. Lately, ten articles in Indonesia and six articles in other countries have discussed the model of the 7E Learning Cycle. It was mentioned that this model is able to increase learners' conceptual understanding. This research intended to reveal the effectivity of physics learning using the 7E Learning Cycle in improving students' understanding of temperature and heat concepts. The research design is quasiexperimental with a non-equivalent control group design. The sample was senior high school students. Objective test in the form of multiple choices equipped with reason was employed as the data collection instrument. Based on the data analysis, the value of Effect Size was 0.5 and belonged to the medium category. In other words, the use of the 7E Learning Cycle model is sufficient to improve the learners' understanding of temperature and heat concepts. This could be seen from the success of the learning process that integrates the whole seven stages with the seven indicators of conceptual understanding in detail. Thus, the 7E Learning Cycle could be effectively applied and can increase the students' conceptual understanding.

Multiple representation-based mobile apps with learning cycle 7e model on colligative properties of solutions

“…According to Maskur et al, (2019) teaching materials are learning materials that are deliberately arranged and utilized by teachers in learning interaction. Suprawoto (2009) provides several definitions of teaching materials including: (a) teaching materials are all types of materials that can be used by teachers in carrying out learning activities in the classroom, (b) teaching materials are devices or texts needed by teachers in planning and studying implementation of teaching and learning, and (c) teaching materials are a collection of materials that have been arranged as efficiently as possible to create an environment and learning atmosphere for students.…”

Interaction of Student’s Creativity Thinking Skills Through Project Based Learning and Learning Cycle 7E in Parabolic Motion on the Second Grade Students of Senior High School

“…According to Sumiyati et al (2016) the 7E Learning Cycle model is a constructivism-based learning model whose learning activities are oriented to student activities. Maskur et al (2019) stated that one of the notable strengths of the 7E Learning Cycle is its ability to encourage the students to be active and think maximally to acquire the knowledge. Hartono (2013) stated that the main characteristics of Learning Cycle-7E are proposing problem or question, focusing interdiciplinary of study field, authentic exploration, and cooperation of work, designing a work and presenting the work.…”

l'APPROCHE Des Concepts À l'ENSEIGNEMENT Et l'APPRENTISSAGE Des Sciences / the Concepts Approach to Teaching and Learning Physical Sciences

“…Et ces réponses sont généralement orientées différemment des réponses données par les connaissances scientifiques, ou du moins des connaissances que nous avons transformées et traitées à l'école. Par exemple, la question du changement d'état des matériaux dans un large éventail d'âges des étudiants est attribuée à la nature des matériaux plutôt qu'aux changements thermiques dus au transfert de chaleur entre les systèmes (Kaliampos & Ravanis, 2019;Maskur et al, 2019;Nertivich, 2018;Rodriguez & Castro, 2014;Tin, 2018Tin, , 2019Tin, , 2022. Même, la question des attractions magnétiques mutuelles est souvent comprise comme une attraction à sens unique de l'aimant et certainement sans le sens de la présence du champ magnétique en tant qu'espace d'interactions (Barrow, 1987;Erickson, 1994;Grigorovitch & Nertivich, 2017;Nertivich, 2013Nertivich, , 2014Voutsina & Ravanis, 2013).…”