Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

Korur F., TOKER S., ERYILMAZ A.

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, cilt.25, sa.4, ss.628-640, 2016 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 25 Sayı: 4
  • Basım Tarihi: 2016
  • Doi Numarası: 10.1007/s10956-016-9618-4
  • Dergi Adı: JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.628-640
  • Anahtar Kelimeler: Concept map, Multimedia/hypermedia, Science education, Social networking, Teaching/learning strategies, INSTRUCTIONAL-DESIGN, CONCEPT MAPS, TECHNOLOGY, INQUIRY
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science grade, and pretest scores were analyzed. No significant treatment effects were found between the inquiry and expository approaches. However, both groups demonstrated significant pretest-posttest gains in achievement and attitude. Independent from the method used, ONACOM was judged effective in both groups as students demonstrated increased achievement and attitude scores. ONACOM has a social and semantic network-aided infrastructure that can be adapted to both methods to increase students' achievement and improve their attitude.