Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2013
Öğrenci: SABİHA SUNAR
Danışman: ÖMER GEBAN
Özet:This study aims to explore the effectiveness of context-based instruction integrated with learning cycle model as compared to the traditional instruction on tenth grade students’ achievement and knowledge retention on the states of matter subject and their attitudes toward chemistry. In order to achieve this aim, a quasi-experimental pre-test post-test control group research design was applied. A total of 150 tenth grade students of two high schools were the participants of the study. During the treatment, experimental group students received context-based instruction integrated with learning cycle model whereas control group students received traditional instruction. The treatment lasted for 6 weeks and the data were collected through “States of Matter Achievement Test” and “Affective Characteristics Questionnaire”. These instruments were administered to both groups as pre-tests in order to determine students’ level of prior knowledge of states of matter subject and prior attitudes toward chemistry before the treatment and as post-tests to monitor the effectiveness of the instructions following the treatment. “States of Matter Achievement Test” was also administered as a delayed post-test to assess knowledge retention of students four months later. By conducting MANCOVA, the main effects of the instructions and gender as well as their interaction effects were investigated. The context-based instruction integrated with learning cycle model resulted with significantly higher achievement scores and higher knowledge retention on the states of matter subject and better attitudes towards chemistry when compared to the traditional instruction. The interaction effects among independent variables were not significant for any of the dependent variables.