The Effect of Active Learning Approach on Attitudes of 7th Grade Students

Autor/in	Demirci, Cavide
Titel	The Effect of Active Learning Approach on Attitudes of 7th Grade Students
Quelle	In: International Journal of Instruction, 10 (2017) 4, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Active Learning; Student Attitudes; Grade 7; Foreign Countries; Pretests Posttests; Control Groups; Experimental Groups; Scientific Attitudes; Attitude Measures; Secondary School Students; Likert Scales; Conventional Instruction; Science Education; Secondary School Science; Turkey + Suchen Sie Ihr Suchwort? Aktives Lernen; Schülerverhalten; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Sekundarschüler; Likert-Skala; Naturwissenschaftliche Bildung; Türkei
Abstract	Active learning is a student's active impact on learning and a student's involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking, problem-solving and meta-cognitive activities that develop students' thinking. The main purpose of this study is to determine whether there is a significant difference in teaching science class between the average attitude scores of active learning group and those of traditional learning group. "Pretest-posttest control group design" has been used within the study. The subjects of the groups have been 7th grade students in spring term of 2015-2016 school year in Melahat Unugur Secondary School in the city centre of Eskisehir. Two similar classes have been formed by analysing average scores from pretest and pre-attitude and 7-C and 7-D classes have been randomly selected as experimental and control groups, respectively. While the education program and course materials have been prepared and utilised with regard to active learning method in the experimental group, traditional method has been used in the control group. There has been a significant difference between experimental and control groups in favour of experimental group at the end of the study. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01