Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2014
Tezin Dili: İngilizce
Öğrenci: Harika Özge Arslan
Danışman: ÖMER GEBAN
Özet:The purpose of this study was to investigate the effect of 5E learning cycle instruction (LCI) and gender on 10th grade students’ understanding and achievement in cell division and reproduction concepts, and their alternative conceptions on these concepts compared to conventional classroom instruction (CCI). The sample consisted of 241 students from two public high schools at Ankara. The classes were randomly assigned to CCI and LCI groups. In the LCI groups, 5E learning cycle model was used, whereas in the CCI groups conventional classroom instruction was used to teach cell division and reproduction concepts throughout 10 weeks. Cell Division and Reproduction Achievement Test (CDRAT), and Cell Division and Reproduction Diagnostic Test (CDRDiT) were administered to both CCI and LCI groups as a pre-tests and post-tests. In addition, Science Process Skill Test (SPST) was administered to all participants to assess their science process skills before the treatment. After the treatment, 12 students were interviewed semi-structurally. Multivariate Analysis of Covariance (MANCOVA) was used for analysis of hypotheses and the qualitative data was transcribed, coded and categorized. The results indicated that 5E LC instruction showed significantly superior effect over CCI for improving students’ conceptual understanding in the cell division and reproduction concepts and discarding alternative conceptions. Drawings and the interview results supported these findings. However, there was no difference found between CCI and LCI group students’ post-achievement scores. In addition, there was no statistical evidence is found that the effect of the treatment on students’ understanding the concepts differs across gender.