Özdüzenleyici Bilişsel Stratejilerle Zenginleştirilmiş 7e Öğrenme Modelinin Öğrencilerin Enerji Konusundaki Başarılarına ve Bilimsel Süreç Becerilerine Etkisi
Özet
The purpose of this study is to investigate the effects of 7E learning model enriched with self-regulated cognitive strategies and also the effects of the 7E learning model on the performance of 9th grade students in the subject matter "energy" and on their science process skills. The sample of the research consists of 340 9th grade students studying at two Anatolian High Schools in Ankara 2016-2017 academic year. Quasi-experimental design was used in the study. Three classes of two teachers from each school were randomly assigned to experiment and control groups. For seven weeks, students in Experiment 1 Groups were taught 7E learning model enriched with self-regulated cognitive strategies (7E+S), students in Experiment 2 Groups were taught with only 7E learning model (7E), and students in Control Groups were taught with traditional learning methods. As a measurement tool; the Energy Achievment Test (EPT) was used to measure students' achievment in the energy unit, the Science Process Skills Test (SPST) was used to test whether the science process skills had improved, and the interview forms were used to get opinions and suggestions from students and teachers. As a result of the study, MANCOVA was used to test the effects of the 7E learning model enriched with self-regulated cognitive strategies and the effects of only 7E learning model on the achievment of 9th grade students in the unit Energy and on their science process skills. Analyses carried out indicated that there is a statistically significant difference in favor of experimental groups between the scores of 9th grade students taught 7E learning model enriched with self-regulated cognitive strategies (7E+S) and the scores of students taught with only 7E learning model (7E) regarding their performance in the subject matter energy and scientific process skills. However, in comparing the 7E learning model enriched with self-regulated cognitive strategies to the 7E learning model, there was no significant difference between the performance of the 9th grade students on energy and their science process skills.
