The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

Autor/inn/en	Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra
Titel	The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics
Quelle	In: International Journal of Science Education, 33 (2011) 5, S.607-628 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Educational Strategies; Control Groups; Research Design; Prediction; Genetics; Learning Processes; Statistical Analysis; Science Teachers; Conventional Instruction; Pretests Posttests; Comparative Analysis; Science Education + Suchen Sie Ihr Suchwort? Lehrstrategie; Forschungsdesign; Vorhersage; Humangenetik; Learning process; Lernprozess; Statistische Analyse; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung
Abstract	The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre-test, post-test, and delayed post-test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between-within subjects analysis of variance revealed that students in both prediction/discussion-based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10