Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Turkey
Approval Date: 2017
Thesis Language: Turkish
Student: Rukiye Kayhan Yücel
Supervisor: MİNE AKTAŞ
Abstract:In this study, the effect of 7E learning model as a learning model, on academic achievement, the persistence of knowledge and the attitude of students towards the Maths course was investigated. In the scope of the research, the subject of fractions of 5th grades at a secondary school is handled. The studies on 7E learning model in Maths course are not as much as those in Science course. This research has significance in that it reveals how 7E learning model effects the way students learn a Maths subject. The research was conducted in the second term of 2015-2016 academic year with two sections of 5th grades at a secondary school in Pamukkale district in the city of Denizli. The subject of fractions was thought using 7E learning model in the experimental group and in the control group with using the method in which the activities that exist in the current curriculum are applied. The research is a quasi experimental study with pretest and posttest control groups. The prepared achievement test was applied as a pretest before the practice, as a posttest following the practice and as a permanence test after the practice. In order to measure the attitude of students towards the lesson, the Maths attitude test was used as a pretest and posttest. The data were analyzed by statistical method and as a consequence, it turned out that the learning environment prepared according to the 7E Learning Model has a postive effect on the students learning of the 5th grades fractions, the persistence of the learned information and the attitudes of the students towards the lessons.However, the learning environment using the method in which the activities that exist in the current curriculum are applied is used does not have any effects on the learning of students and persistence of knowledge. Also, it was not observed any negative or positive effects on the attitude of students towards a Maths course.