Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: ÇAĞRI GÜVEN
Supervisor: MAHMUT SELVİ
Open Archive Collection: AVESIS Open Access Collection
Abstract:The aim of this research was to determine the success of the 5th grade students of the 7E Learning Model enriched with STEM applications towards the ''Electrical Circuit Elements'' unit, their success in higher and lower-order level thinking skills, their success in each category of the cognitive process dimension of the Revised Bloom Taxonomy (RBT) and the effect on the learnt knowledge's retention. 5th grade students studying at a public school was the sample of the study. The experimental design of the study is a quasiexperimental design with pretest-posttest control groups. The experimental group consists of 22 students and the control group consists of 18 students. In the research, the achievement test consisting of open-ended and multiple-choice questions developed by the researcher was used as a data collection tool. Achievement Test (AT) was applied to both experimental and control groups as pre-test, post-test and retention test. For five weeks, 7E Learning Model based teaching enriched with STEM applications was carried out in the viii ix experimental group and 7E Learning Model based teaching was carried out in the control group. Parametric and nonparametric tests were applied to analyze the data obtained at the end of the study. In the analysis of the data obtained from the achievement test, the success scores of the students in the experimental and control groups and their success scores in lower and higher order level thinking skills increased similarly. It was determined that there was no statistically significant difference in the variables pointed out between both teaching. A statistically significant difference in favor of the experimental group was found between the experimental and control groups in the retention test phase for the Remembering and Understanding categories, which is one of the of cognitive process skills of YBT. It was determined that the teaching performed in the experimental group was more effective in retention the category of Remembering and Understanding, one of the cognitive process skills of the students, compared to the teaching in the control group. It was determined that there was no statistically significant difference between the experimental and control groups in the posttest and retention test phases for the Applying, Analyzing, Evaluating and Creating categories of the cognitive process skills of YBT. It was determined that the teaching carried out in both experimental and control groups had a similar effect on the development of the categories of Applying, Analyzing, Evaluating and Creating, which are among the cognitive process skills of the students.