The Effect of 7E Learning Cycle on Learning in Science Teaching: A meta-Analysis Study

Yıl 2016, , 61 - 72, 15.04.2016

Nuri Balta , Hakan Sarac

https://doi.org/10.12973/eu-jer.5.2.61

Öz

This article reports the results of a meta-analysis of the effectiveness of 7E learning cycle in science teaching. Totally 35 different effect sizes from 24 experimental studies, comprising 2918 students were included in the meta-analysis. The results confirmed that 7E learning cycle have a positive effect on students’ achievement. The overall effect size (Hedges’s g) value obtained from independent studies was calculated as 1.245 (% 95 CI, SE = .148) between confidence intervals 956 and 1.534 according to the random effects model. Among all effect sizes 32 had a positive effect whereas 3 of them had negative effect. A number of sub-group analyses (school level, type of publication, subject matter and duration) were conducted. The effect of 7E was not significant for school level, type of publication and duration. However, regarding the subject matter a significant difference was observed. The high effect size calculated in this meta-analysis implies that the 7E learning cycle is a useful strategy that should be included in science curriculums.

Anahtar Kelimeler

7E learning cycle, science teaching, meta-analysis

Kaynakça

• Anil, O., & Batdi, V. (2015). A comparative meta- analysis of 5e and traditional approaches in Turkey. Journal of Education and Training Studies, 3(6), 212-219.
• Avcioglu, O. (2015). Investigation of the effects of 7e model on success, in the subject of newton laws of second grade high school students’ physics classes (Master Thesis). Gazi University, Ankara, Turkey.
• Ayaz, M. F. (2015a). The effect of 5e learning model on the attitudes towards lessons of the students: A meta-analysis study. Electronic Journal of Education Sciences, 4(7), 29-50.
• Ayaz, M. F. (2015b). Probleme Dayali Ogrenme Yaklasiminin Ogrencilerin Fen Derslerine Yonelik Tutumlarina Etkisi: Bir Meta-Analiz Calismasi [The effect of the problem-based learning approach on the attitudes of the students towards science lesson: A study of meta-analysis.] Usak Universitesi Sosyal Bilimler Dergisi, 8(4), 51-76.
• Ayaz, M. F., & Soylemez, M. (2015a). The effect of the project-based learning approach on the academic achievements of the students in science classes in Turkey: A meta- analysis study. Education and Science, 40, 255-283.
• Ayaz, M. F., & Sekerci, H. (2015b). The Effects of the Constructivist Learning Approach on Student’s Academic Achievement: A Meta-Analysis Study. The Turkish Online Journal of Educational Technology, 14(4), 143-156.
• Balim, A. G., Inel, D., & Evrekli, E. (2008). The effects the using of concept cartoons in science education on students’ academic achievements and enquiry learning skill perceptions. Elementary Education Online, 7(1), 188-202.
• Balta, N., Arslan, M., & Duru, H. (2015). The effect of in- service training courses on teacher achievement: A meta-analysis study. Journal of Education and Training Studies, 3(5), 254-263.
• Baybars, M. G., & Kucukozer, H. (2013). The pre- service science teachers’ conceptual understanding of atom. Journal of Research in Education and Teaching, 3(4), 405-417.
• Baybars, M. G., & Kucukozer, H. (2014). The pre- service science teachers’ conceptual understanding of quantum physics. Mugla Sitki Kocman University, Journal of the Faculty of Education 1(1).
• Bevevino, M. M., Dengel, J. & Adams, K. (1999). Constructivist Theory in the Classroom. Internalizing Concepts through Inquiry Learning. The Clearing House, 72(5), 275-278.
• Blank, R. K., & Alas, N. L. (2010). Effects of teacher professional development on gains in student achievement: How meta-analysis provides scientific evidence useful to education leaders. 2010 SREE Conference Abstract Template.
• Bulut, H. (2012). Sexual reproduction and meiosis 7e model investigating the impact of success (Master thesis). YOK Tez Merkezi. (319688).
• Bulbul, Y. (2010). Effects of 7e learning cycle model accompanied with computer animations on understanding of diffusion and osmosis concepts (Doctoral dissertation). Middle East Technical University, Ankara, Turkey.
• Bybee, R.W. (1997). Achieving Scientific Literacy. Portsmouth, N.H.: Heinemann.
• Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS, 5, 88-98.
• Cohen J. (1988). Statistical power analysis for the behavioral sciences. New York, NY: Routledge Academic
• Cekilmez, S. (2014). The effect of 7e model on success and attitude of the students during the instruction of electric chapter at physics course of second level of high school (Master thesis). Necmettin Erbakan University, Konya, Turkey.
• Cepni, S., Ayas, A., Ekiz, D., & Akyildiz, S. (2010). Ogretim ilke ve yontemleri. [Teaching principles and methods]. Trabzon: Celepler Matbaacilik.
• Damar, S. Y. (2013). The effect of the instruction based on the epistemologically and metacognitively improved 7e learning cycle on tenth grade students’ achievement and epistemological understandings in physics (Doctoral dissertation). Middle East Technical University, Ankara, Turkey.
• Demirezen, S. (2010). The effect of 7e model to students achievement, development of scientific process skills, conceptual achievement and retention levels in electrical circuits subject (Doctoral dissertation). Gazi University, Ankara, Turkey.
• Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta- analysis. Learning and instruction, 13(5), 533-568.
• Dogan, A. (2011). To examine the effects of constructivist 7e learning model on 9, 10 and 11th classes high school students’ academic success in physics course. (Unpublished master's thesis). Manas University Department of Educational Science, Kyrgyzstan.
• Eisenkraft, A. (2003). Expanding the 5E model. Science teacher, 70(6), 56-59.
• Gok, G. (2014). The effect of 7e learning cycle instruction on 6th grade students‘ conceptual understanding of human bod systems, self- regulation, scientific epistemological beliefs, and science process skills. (Doctoral dissertation). Middle East Technical University, Ankara, Turkey.
• Gurbuz, F. (2012). The effect of 7e learning model on academic achievements and retention of students in the unit of “electricity in our life” 6th grade science and technology course. (Unpublished doctoral dissertation). Ataturk University, Erzurum, Turkey.
• Hedges L. V., & Olkin I. (1985). Statistical methods for meta-analysis. San Diego, CA: Academic Press.
• Hsieh, P., Acee, T., Chung, W., Hsieh, Y. P., Kim, H., Thomas, G. D., et al. (2005). Is educational intervention research on the decline? Journal of Educational Psychology, 97, 523-529. doi.: 10.1037/0022-0663.97.4.523
• Kanli, U. (2007). The effects of a laboratory based on the 7e model with verification laboratory approach on students’ development of science process skills and conceptual achievement. (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
• Karplus, R., & Their, H. D. (1967). A new look at elementary school science. Chicago: Rand McNally.
• Kaur, P., & Gakhar, A. (2014, December). 9E model and e-learning methodologies for the optimisation of teaching and learning. In MOOC, Innovation and Technology in Education (MITE), 2014 IEEE International Conference on (pp. 342-347). IEEE.
• Kulik, C. L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: an updated analysis. Computers in Human Behavior, 7, 75-94. doi: 10.1016/0747-5632(91)90030-5
• Kunduz, N., & Secken, N. (2013). Development and applica tion of 7e learning model based computer- assisted teaching materials on precipitation titrations. Journal of Baltic Science Education, 12(6), 784-792.
• Mecit, O (2006). The effect of 7e learning cycle model on the improvement of fifth grade students’ critical thinking skills. (Master's thesis). Retrieved from https://etd.lib.metu.edu.tr/upload/12607661/index.pdf
• Meydan, A. M. (2015). The effect of the 7e learning method implemented in the subject of the structure of atom on the academic achievement and attitude of students. (Unpublished master's Thesis). The central thesis of Higher Education Institutions. (415439).
• Naluan, N., Phatthalung, N. N., & Kattiyamarn, W. (2013). The results of 7e learning cycle model with questioning technique on analysis thinking abilities and scientific learning achievement of prathomsuksa 5 students. Research for Social Development Thailand, Research presented at four technical conferences London on May 10, 2013.