Investigating the effects of science writing heuristic approach on eight grade students' achievement, metacognition and epistemological beliefs

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2016

Öğrenci: SABAHAT TUĞÇE TUCEL

Eş Danışman: CEREN ÖZTEKİN, JALE ÇAKIROĞLU

Özet:

The aim of this study was investigating the effects of Science Writing Heuristic (SWH) approach on 8th grade students' science achievement, metacognition and scientific epistemological beliefs when compared to traditional instruction. For this purpose, a non-equivalent control group post-test only design was employed. Two 8th grade classes from a public elementary school were selected for the study. One class was assigned as experimental group and the other class was assigned as the comparison group. Students in the experimental group were instructed with the SWH approach, while those in comparison group were instructed with traditional science instruction during 13 weeks. Science Achievement Test for Eight Graders (SATEG), Metacognitive Awareness Inven tory (MAI) and Epistemological Belief Questionnaire (EBQ) were administered as pre-test and post-test to collect data. The data were analyzed by using t-test and MANOVA. Pre-test results indicated that there was no statistically significant mean difference between the two groups regarding MAI, EBQ and SATEG scores before the treatment. Post-test results revealed that there was a statistically significant mean difference between the experimental and the comparison group, in favor of the experimental group.