The effectiveness of the learning‐cycle method on teaching DC circuits to prospective female and male science teachers

Ateş, Salih

doi:10.1080/02635140500266518

Cited by 27 publications

(20 citation statements)

References 23 publications

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“…There has been evidence of improved conceptual understanding of concepts when students are instructed through the learning cycles [24,27,28,29,30]. In terms of student achievement, [31,32,33] all highlighted that learning cycle increased students' achievement in science.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Reference [24] also reported that the learning cycle was superior in eliminating students' misconceptions than traditional instruction when he studied 66 grade 9 students. Reference [27] explored the effectiveness of the learning cycle method when teaching direct current (DC) circuits to university students. The findings revealed that the learning cycle method is likely to be successful for both females and males, and led to the better understanding of the DC circuit concepts than did traditional method.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology

Sam¹,

Owusu²,

Anthony-Krueger³

2018

EDUCATION

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The study sought to identify the effectiveness of 3E, 5E learning cycle and the conventional approaches in teaching a Biology lesson. The mixed method approach was used for this study. Three science classes in three Senior High Schools were randomly selected. For the quantitative aspect, a pre-test-post-test non-equivalent quasiexperimental design with two experimental groups was used. The qualitative part constituted an interview to find out students' views with regards to the 3E and 5E teaching approaches. The students in the experimental groups were instructed through 3E and 5E learning cycle whilst those in the control group were instructed on the same concept through conventional approach. ANCOVA and independent t-test were used to analyse the data. The results of the study showed that the experimental groups performed better on the post-test as compared to the control group. The results also revealed that the learning cycle approach was more effective in teaching the biology concepts than the conventional approach. The 3E learning cycle was found to be more effective for improving the performance of low achievers. The students exposed to the 3E and 5E approaches showed positive attitudes towards learning cycle when they were interviewed. Teachers should be encouraged to learn and use the learning cycle approach in the teaching and learning process of Biology concepts.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology

Sam¹,

Owusu²,

Anthony-Krueger³

2018

EDUCATION

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“…Upcoming researchers used Evans' teaching strategies that utilise batteries and bulbs as teaching materials, to foster understanding of concepts related to simple electric circuits (e.g., Engelhardt, Gray & Rebello, 2004;Slater, Adams & Brown, 2000;McDermott & Shaffer, 1992b). For example, Ates (2005) applied a teaching strategy based on a learning cycle method that included batteries and bulbs. He found that providing constructivist teaching with batteries and bulbs used as primary teaching materials was effective in increasing students' understanding of simple electric circuits.…”

Section: Studies On Direct Current Electricitymentioning

confidence: 99%

Promoting conceptual change through active learning using open source software for physics simulations

Başer

2006

AJET

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This paper reports upon an active learning approach that promotes conceptual change when studying direct current electricity circuits, using free open source software, Qucs. The study involved a total of 102 prospective mathematics teacher students. Prior to instruction, students' understanding of direct current electricity was determined by a subset of a previously developed multiple choice conceptual test. All students received an active learning instruction using Qucssimulations. After instruction, the same test was administered to the students to determine the effectiveness of the instruction they received. Paired t-test analyses showed that students' progress on understanding of direct current electricity was significant. A six week delayed post-test revealed that this observed improvement promised to be durable, at least in the short term. Students' evaluation of using Qucs is also reported.

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“…İlgili alanyazın incelendiğinde, öğrenme döngüsü modeline göre işlenen derslerde öğrencilerin kavram öğrenme düzeylerinde artış olduğu gözlenmektedir (Ateş, 2005;Lawson, Rissing ve Faeth,1990 (Hannafin ve Land, 1997;Novak, 2003).…”

Section: Sonuç Ve Tartışmaunclassified

Fen ve Teknoloji Dersinde Araştırmaya Dayalı Öğrenmenin Öğrencilerin Erişilerine, Kavram Öğrenmelerine, Üstbiliş Farkındalıklarına ve Fen ve Teknoloji Dersine Yönelik Tutumlarına Etkisi

Özkan¹,

Bümen²

2014

Ege Eğitim Dergisi

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Bu çalışmada, ilköğretim 7. sınıf Fen ve Teknoloji dersinde destekleyiciler ile birlikte araştırmaya dayalı öğrenme uygulanmasının öğrencilerin erişilerine, kavram öğrenmelerine, üstbiliş farkındalıklarına ve Fen ve Teknoloji dersine yönelik tutumlarına etkisinin belirlenmesi amaçlanmıştır. Eşitlenmemiş kontrol gruplu deneme modelinin kullanıldığı çalışmanın deney grubunda (N=30) "Maddenin Yapısı ve Özellikleri" ünitesinde 10 hafta boyunca araştırmaya dayalı öğrenme yaklaşımı, kontrol grubunda ise (N=29) İlköğretim 7. Sınıf Fen ve Teknoloji dersi öğretim programı uygulanmıştır. Bulgulara göre, deney ve kontrol grubundaki öğrencilerin erişileri, kavram öğrenmeleri ve Fen ve Teknoloji dersine yönelik tutumları arasında deney grubu lehine anlamlı bir farklılık olduğu belirlenirken; üstbiliş farkındalıkları arasında anlamlı bir farklılık olmadığı tespit edilmiştir. Deney grubu lehine anlamlı farklılık elde edilen bulgular alanyazın ile örtüşmektedir. Grupların üstbiliş farkındalıkları arasında anlamlı farklılığın olmaması, öğrencilerin üstbiliş farkındalıklarının gelişim süreciyle ölçme aracının nitelikleri ile açıklanmıştır. Son olarak, elde edilen sonuçlara dayalı uygulama ve araştırma önerileri sunulmuştur.

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The effectiveness of the learning‐cycle method on teaching DC circuits to prospective female and male science teachers

Cited by 27 publications

References 23 publications

Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology

Effectiveness of 3E, 5E and Conventional Approaches of Teaching on Students’ Achievement in High School Biology

Promoting conceptual change through active learning using open source software for physics simulations

Fen ve Teknoloji Dersinde Araştırmaya Dayalı Öğrenmenin Öğrencilerin Erişilerine, Kavram Öğrenmelerine, Üstbiliş Farkındalıklarına ve Fen ve Teknoloji Dersine Yönelik Tutumlarına Etkisi

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