Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

The purpose of this study is to investigate the effectiveness of 5E learning cycle on sixth grade students&rsquo / understanding of cell concepts, their attitude toward science and their scientific epistemological beliefs In this study the data were collected using &lsquo / Epistemological Belief Questionnaire&rsquo / developed by Conley, Pintrich, Vekiri and Harrison (2004), the &lsquo / Cell Concept Test&rsquo / developed by researcher and &lsquo / Science Attitude Questionnaire&rsquo / developed by Geban, Ertepinar, Yilmaz and Sahbaz (1994). The instruments were administered as pre-test &amp / post-test to a total of 160 sixth grade students in four intact classes of the elementary school which located in Izmit district of Kocaeli. Two classes were randomly assigned as control and experimental groups. Experimental groups (n = 80) received 5E learning cycle instruction and control groups (n = 80) received traditional instruction. The data were analyzed using multiple analysis of covariances (MANCOVA). While a statistically significant treatment difference with respect to collective dependent variables / understanding of cell concept and epistemological beliefs was found there was no significant difference on attitude toward science. The results indicated that students in the experimental group who were engaged in learning cycle instruction demonstrated significantly better performance over the control group students who were engaged in traditional instruction in students&rsquo / understanding of cell concepts and epistemological beliefs.

The purpose of this study is to probe whether there is a significant effect of 5E learning cycle model as compared to traditional instruction and gender on tenth grade students&rsquo / understanding in the particulate nature of matter concepts and their epistemological beliefs and to investigate whether there is an impact of 5E learning cycle model and traditional instruction in promoting the understanding of the nature of science. Pilot study was performed for the instruments in the between April and June 2009. Treatment was conducted between October and December 2009. Participants were 113 students from one high school in Ankara. Two experimental groups and two control groups were randomly formed from four classes. Before and after the treatment, pre-tests and post-tests were administered and semi-structured interviews were conducted. Treatment was executed throughout the five weeks. While 5E learning cycle model was used in the experimental group, traditional instruction was used in the control group. According to MANCOVA results, there was a significant mean difference between groups on the collective dependent variables of the particulate nature of matter concepts and epistemological beliefs toward chemistry and chemistry courses. This effect was favor of the experimental groups. Also, there was no significant mean difference between post-test mean scores of girls and boys and for the interaction of treatment with gender on the collective dependent variables of the particulate nature of matter concepts and epistemological beliefs toward chemistry and chemistry courses. Moreover, the mean scores of students in the experimental group on the understanding of the nature of science were higher than those of students in the control group. Responses of the students in the interviews supported their responses in the tests.

The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students&rsquo / conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were administered as pre-tests to both groups and the semi-structured pre-interviews were conducted with eight students to determine students&rsquo / prior knowledge about acids-bases and motivation to learn chemistry. During the implementation, 5E learning cycle model was used in the experimental group and the traditional teacher-centered instruction was used in the traditional group throughout eight weeks. After the implementation, the tools were administered as post-tests to both groups and the semi-structured post-interviews were conducted with the same students to determine their post knowledge about acids-bases and motivation to learn chemistry. Afterwards, the data were analyzed and descriptive and inferential statistics were obtained. Based on MANCOVA results, there was a statistical significant mean difference between the groups in favor of experimental group. Similarly, the students from experimental group scored higher motivation and this difference was found to be statistically significant. The results were analyzed in terms of gender as well, and there was found no statistically significant differences between the post-test mean scores of girls and boys for the effect of the implementation on understanding of acids-bases concepts or motivation to learn. The inferential statistics results were also supported with the students interviews.

The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students&rsquo / understanding of solubility equilibrium concept, students&rsquo / perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test were administered to students in both groups as a pre-test. Attitude Scale towards Chemistry and Motivated Strategies for Learning Questionnaire were given to students in both groups before and after the treatment. Moreover, Solubility Equilibrium Concept Test was administered to both groups as a post-test and retention test two months after treatment. Treatment implementation continued for seven weeks. After the instruction, semi-structured interviews were conducted with six students from experimental group and six students from control group. Data were analyzed by using MANCOVA. The results revealed that LCI was more effective than the TI on students&rsquo / understanding and retention of the solubility equilibrium concepts. In addition, LCI improved students&rsquo / attitudes towards chemistry, intrinsic goal orientation, task value, self-efficacy for learning and performance, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, and peer learning. Moreover, females found as more positive towards chemistry and better organization and help seeking. Furthermore, interview results indicated that students in experimental group demonstrated better scientific understanding of solubility equilibrium concepts compared to those in control group.

The purpose of this study was to investigate the effects of 5E learning cycle, conceptual change texts and traditional instruction on 8th grade students&amp / #8217 / understanding of photosynthesis and respiration in plants. Besides, the effect of instruction on students&amp / #8217 / attitudes toward science as a school subject was investigated. One hundred and one, 8th grade students from three classes of one elementary school in Ankara attended in this study. This study was carried out during the fall semester of 2003-2004 academic year. The classes were randomly assigned as control and experimental groups. Students in the first experimental group (n=33) received 5E learning cycle based instruction, the second experimental group (n=34) received conceptual change text based instruction and students in the control group (n=34) received traditional instruction. Two-tier multiple-choice diagnostic test, Photosynthesis and Respiration in Plants Concept Test, was used to determine students&amp / #8217 / understanding of photosynthesis and respiration in plants. The test was administered to the sample of the study as pre- and post-test. Students&amp / #8217 / attitudes toward science and their reasoning abilities were measured by Attitude Scale Toward Science and Test of Logical Thinking respectively. The hypotheses of the study were tested by using analysis of covariance (ANCOVA). The results indicated that there were significant differences among the treatment groups with respect to their understanding of photosynthesis and respiration in plants. Both 5E learning cycle based instruction and conceptual change text based instruction were found effective to eliminate 8th grade students&amp / #8217 / misconceptions about photosynthesis and respiration in plants. The results also showed that there were no significant differences among the treatment groups with respect to attitudes toward science as a school subject.

Texte remanié de: Diss.--Neuphilologische Fakultät--Heidelberg--Ruprecht-Karls-Universität, 1994. Titre de soutenance : Fridolinus Viator, der Missionar des Hochrheins. / Bibliogr. p. 317-336. Index.

Au cours du XXe siècle, trois lots d’archives ont été découverts dans des temples funéraires royaux à Abousir. Ces archives, datant pour la majeure partie du règne de Djedkarê-Isesi, forment un témoignage particulièrement précieux pour quiconque veut analyser l’état du pouvoir à cette période. Aussi, afin de réétudier les règnes de la fin de la Ve dynastie, il a été nécessaire de proposer en toute première étape un nouveau catalogue raisonné de cet important corpus papyrologique et d’établir une nouvelle classification typologique. Nous distinguons les décrets royaux, les inventaires de mobilier cultuel, les tableaux de service, les bordereaux de réception, les comptes de distribution et les miscellanées. Cette recension a permis de nouvelles observations, notamment une reconstitution complète des décrets royaux retrouvés dans ces temples. Une étude s’est consacrée ensuite aux règnes de Menkaouhor, Djedkarê et Ounas : les particularités présentées par leur complexes funéraires respectifs ont été examinées, comme la question du comput des années de règne, qui pourrait correspondre à un cycle octaétérique. L’examen de la généalogie royale permet de supposer des successions de règne calmes et non contestées. L’analyse des archives d’Abousir nous renseigne sur le fonctionnement des temples funéraires, les gestes cultuels et les festivités qui y sont réalisés, ainsi que sur la composition de leur personnel. Ces données administratives révèlent un système économique complexe mis en place pour alimenter ces cultes funéraires royaux, qui met en exergue un discours politico-religieux spécifique, à l’origine d’une nouvelle définition de la royauté. / During the 20th century, 3 sets of archives were discovered in royal funerary temples at Abousir. These archives, dating from the reign of Djedkare, are a particularly valuable testimony for anyone who wants to analyze the state of power at this time. Also, in order to re-study the reigns of the end of the Vth dynasty, it was necessary to propose in the very first stage a new typological catalog of this important papyrological corpus. We distinguished royal decrees, inventories of religious furniture, service rulings, receipts, distribution accounts and other variae. This review has led to new observations, including a complete reconstitution of the royal decrees found in these archives. A study was then devoted to the reigns of Menkaouhor, Djedkare and Unas: the specificities presented by their respective funeral complexes were examined, as the question of the comput of ruling years, which could correspond to an octaeteric cycle. The examination of the royal genealogy allows us to suppose calm and undisputed successions. The analysis of the archives of Abousir tells us about the functioning of the funerary temples, the religious gesture and the festivities which are realized there, as well as the composition and organization of the personnel. These administrative data reveal a complex economic system put in place to support these royal funerary cults, which highlights a specific politico-religious discourse which determines a new definition of kingship.

This diploma thesis deals with the comparison of two schemes for students learning. Those are a three-phase E-R-R model, the parts of which are called Evocation, Realization of Meaning, Reflection. The second model is five-phase learning model 5Es, with the following parts: Engage, Explore, Explain, Elaborate, Evaluate. Comparison of the models was done by the method of action research at the Magic Hill Elementary School in Říčany during a complex student practicum in 2017. The research lasted for two weeks and involved two fourth grade classes. In total, 31 pupils participated in the research. The research was conducted alternately in both classes. On one topic, two lessons were always prepared, each of which was based on one of the comparative pedagogical models. Each day, one subject was taught in both classes, with class 4.A being done with E-U-R and class 4.B with 5E. Lectured subjects were Czech language and mathematics. The research has shown that the compared pedagogical models are very similar, although they differ in their structure and particularly in the number of phases. The E-R-R model is better suited to shorter learning units, while model 5E requires longer units for its efficiency. Both models can be modified according to the needs of the teacher, pupil, subject, etc., whereas...