THE EFFECT OF THE 7E LEARNING METHOD IMPLEMENTED IN THE SUBJECT OF THE STRUCTURE OF ATOM ON THE ACADEMIC ACHIEVEMENT AND ATTITUDE OF STUDENTS
7E ÖĞRENME MODELİNİN ÖĞRENCİLERİN AKADEMİK BAŞARISI VE TUTUMLARINA ETKİSİ: ATOMUN YAPISI KONUSUNDA ÖRNEK BİR ÇALIŞMA

Author : murat kurt -- Ajda Mesude TÜRE - M. Akif HAŞILOĞLU
Number of pages : 28-52

Abstract

The main objective of this study is to examine effects of the activities of the subject of “ The structure of Atom” in the unit of “The Structure of Substance and Characteristics” prepared in accordance with the 7E learning model on academic achievement of students and their attitude towards the course. The research group of the study is comprised of the students of seventh grades at a secondary school in Tutak district of Ağrı. The study follows a mixed pattern. In the quantitative part, “quasi experimental pattern” has been employed in order to determine the efficiency of two different teaching method. While classroom activities prepared by 7E learning method are conducted in the experiment group, in the control group teacher-centered teaching has been conducted by the same teacher. The implementation process of the study took a six-week period, a total of 24 hours of implementation. The data were obtained through three different measurement of instruments, which are academic achievement test, attitude scale towards science and technology and students’ interview forms. The quantitative data of the study were analyzed through SPSS-20(Statistical Package for Social Sciences Program, Version 20), using the tests of Kolmogorov-Smirnov, paired sample t-test and Wilcoxon Sign Ranking Test. During the coding process of the qualitative data, Nvivo Qualitative Data Analysis software. The graphical arrangement of the outcomes was performed by means of Microsoft Office Visio. The result of the study suggests that there is a statistically significant relation between the academic achievements of the students in the experiment group and control group, in favor of the experiment group. However, there is no statistically significant difference between the two groups in terms of their attitudes towards science and technology course. When the results of the qualitative analysis, the students in the experiment group state that they like conducting experiments and activities during the lesson and hence they can relate to daily life more easily. It has been found out that experiment group students, who conduct lessons with active participation and interactive instruction, have positive opinions on material use. When the reasons why students choose active participants are considered, students state that they are able to listen to the lesson with more ease, focus on the subject matter more comfortably and hence learn better.

Keywords

7E Learning Model, Mixed Method, Science and Technology, Academic Achievement, Attitude

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