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 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.

Η εργασία, που ακολουθεί, εστίασε την προσοχή της στους ενηλίκους που φοιτούν στο ΚΕΕ Αχαΐας το οποίο προσφέρει προγράμματα σπουδών και επιμόρφωσης σε αρκετές ειδικότητες. Τόσο η εκπαίδευση ενηλίκων στην Ελλάδα όσο και η μη τυπική εκπαίδευση σε συνάρτηση με το ζήτημα των κινήτρων τα οποία ωθούν τους ενήλικους εκπαιδευόμενους στην παρακολούθηση εκπαιδευτικών προγραμμάτων δεν έχουν ερευνηθεί ικανοποιητικά. Οι στόχοι της έρευνας ήταν: 1. η διαπίστωση του ποια είναι τα κίνητρα που ωθούν τους ενήλικους εκπαιδευομένους στο να παρακολουθούν προγράμματα εκπαίδευσης στο ΚΕΕ της Πάτρας σύμφωνα με τους παράγοντες της Κλίμακας Συμμετοχής στην Εκπαίδευση. 2. η κατάδειξη της σχέσης συνάφειας των παραγόντων της Κλίμακας Συμμετοχής στην Εκπαίδευση, με τους αντίστοιχους μαθησιακούς τρόπους που μαθαίνουν οι ενήλικοι, οι οποίοι συμμετέχουν σε εκπαιδευτικά προγράμματα που προσφέρονται από το ΚΕΕ Αχαΐας. 3. ο εντοπισμός των κινήτρων που ωθούν τους ενηλίκους στο να παρακολουθήσουν το πρόγραμμα επιμόρφωσης, η σύνδεση δημογραφικών στοιχείων των ενηλίκων με τους παράγοντες της Κλίμακας Συμμετοχής στην Εκπαίδευση, καθώς και η εύρεση διαφορών και ομοιοτήτων μεταξύ τους σε σχέση με τους αντίστοιχους προτιμώμενους μαθησιακούς τρόπους του Kolb. Το ερευνητικό μέρος αφορά έρευνα με τη χρήση δύο εργαλείων: α) την Κλίμακα Συμμετοχής στην Εκπαίδευση του Boshier η οποία αποτελεί μια τυπολογία επτά παραγόντων που περιγράφουν τα κίνητρα τα οποία ωθούν τους ενήλικους εκπαιδευόμενους να συμμετέχουν σε εκπαιδευτικά προγράμματα και β) το ερωτηματολόγιο (LSQ) το οποίο στηρίζεται στη θεωρητική βάση του Kolb και είναι σχεδιασμένο να μετράει τον προτιμώμενο μαθησιακό τρόπο από τους ενηλίκους, καθώς και τη σχετική ένταση των τεσσάρων διαφορετικών μαθησιακών τρόπων, (ενεργητικός, στοχαζόμενος, θεωρητικός και πειραματιζόμενος ή πραγματιστής). Το δείγμα αποτέλεσαν 156 εκπαιδευόμενοι στο ΚΕΕ Πάτρας. Η εργασία ολοκληρώνεται με την παράθεση των αποτελεσμάτων σε σχέση με τα ερευνητικά μας ερωτήματα τα οποία συζητούνται σε συνάρτηση με την υπάρχουσα βιβλιογραφία. Ακολουθούν οι προτάσεις για μελλοντικές ερευνητικές προσπάθειες οι οποίες θα προσφέρουν περισσότερη γνώση στο θέμα των κινήτρων και των μαθησιακών τύπων των ενηλίκων που ενδιαφέρονται για παρακολούθηση εκπαιδευτικών προγραμμάτων. / The work that followed, focused on adults who attend the KEE Achaia, which offers courses and training in several specialties. Non-formal education and adult education in Greece, according to the issue of incentives that motivate adult learners in monitoring educational programs have not been investigated adequately. The research part of investigating the use of two tools: a) Scale of Participation in Education (Boshier) which is a typology of seven factors that describe the incentives that motivate adult learners to participate in educational programs and b) Questionnaire (LSQ of Honey & Mumford) which is designed to measure the preferred way of learning by adults, and the relative intensity of four different learning modes, energetic, stochastic, theorist and pragmatist or experimenting. The sample consisted of 156 students in the KEE Patras. The work concludes with the presentation of results in relation to our research questions are discussed in relation to the existing literature. Below are suggestions for future research efforts that will provide more knowledge on the issue of incentives and types of learning for adults interested in monitoring educational programs.

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...

As political polarity and social divisiveness increase in the United States, more organizations and scholars are calling on institutions of higher education to rise to the occasion and incorporate into their objectives the development of competent citizenship (The National Task Force). Writing classrooms are particularly suited to these kinds of objectives as writing already proposes relationships between rhetor and audience that have ethical dimensions and require mutual honesty, accountability, and respect (Duffy, "The Good Writer"). Additionally, the Framework for Success, a document that has become central to shaping the goals of writing classrooms, articulates habits of mind, like openness and engagement, that lend themselves to healthy, productive citizenship and civic interactions. However, the inherence of these qualities and potential in writing classrooms is not always recognized or actualized. Instructors need a reliable pedagogical framework to guide their objectives and choices so that students develop citizenship competencies through their writing experiences. The theory of experiential learning (EL) is one promising avenue for such a pedagogical method. This thesis explains keys to understanding EL theory and implementing them in traditional classrooms and details lived examples from two classrooms that illustrate how EL in practice can help students develop habits of mind that in turn contribute to citizenship competencies.

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Many learners find the study of introductory computer programming difficult. This is also true of children with attention deficit hyperactivity disorder (ADHD), and we need an improved understanding of how they learn programming. After reviewing the constructivist approach to teaching and learning and investigating ADHD, this study explored strategies for constructive learning of introductory programming. The aim was to evaluate the effectiveness of the Karplus learning cycle to teach introductory programming. This was done through qualitative research from an interpretive perspective. Action research techniques were employed and data analysed using grounded theory methods. Four major constructivist teaching categories emerged, all of which support the use of the Karplus cycle. It is concluded that the three-phase Karplus cycle can be used to assist these learners learn introductory programming. However, it needs to be understood more broadly and the middle phase broken into two subphases to ensure effective learning. / Mathematical Sciences / M. Sc. (Mathematical Sciences)

O homem produz conhecimentos científicos e tecnológicos que interferem em seu cotidiano. Para que todo cidadão possa compreender como essas novas tecnologias vão afetar a sua vida se faz necessária uma compreensão do conhecimento básico a respeito da genética, dos mecanismos de transmissão das características hereditárias, bem como de genética molecular, da estrutura do material genético, o DNA. Nessa fase, o aprendizado, conforme descrito por Kolb (1984) pode ser compreendido como um processo de ressignificação da realidade, que ocorre por meio da relação dialética entre as experiências anteriores e a reflexão com relação a novas informações adquiridas pelo sujeito. Este mesmo autor, com base nesse processo dialético de aprendizagem, desenvolveu o ciclo de aprendizagem experiencial composto por quatro modelos de aprendizagem: experiência concreta (EC), a observação reflexiva (OR), a conceitualização abstrata (CA) até alcançar a experiência ativa (EA). Por meio dos modelos expostos e da relação dialética entre eles, Kolb desenvolveu categorias de estilos de aprendizagem (acomodadores, assimiladores, convergentes, divergentes) nas quais seria possível verificar o perfil que se adequa a cada fase do aprendizado. O ambiente cultural em associação com o ambiente de ensino estabelece o estilo de aprendizado de cada aluno influenciando no modo de aprender. Desta forma, a cultura e os estilos de aprendizagem caminham correlatos e influenciam no comportamento do aluno. Neste sentido, Geert Hofstede (1980) apresentou um método de identificação de dimensões culturais (distância hierárquica, individualismo versus coletivismo, masculinidade versus feminilidade, aversão a incerteza e orientação a longo prazo). Neste contexto, este trabalho foi desenvolvido com alunos de biologia do ensino médio de uma escola particular de Guaratinguetá-SP para trabalhar o conceito do DNA objetivando especificamente: verificar a existência de predominância de algum estilo de aprendizagem, bem como, detectar a existência ou não de congruência entre os estilos de aprendizagem dos alunos e as dimensões culturais de Hofstede. Foi possível também usar a estratégia \"Ensinar ao redor do ciclo de aprendizagem de David Kolb\" para propor ações de melhoria da qualidade e da aprendizagem. Nesta etapa, utilizou-se o sistema de resposta interativa (clikers). O sistema interativo de respostas é uma tecnologia portátil por meio da qual o professor consegue medir o grau de entendimento dos alunos em sala de aula sobre determinado assunto, de forma imediata. Como resultado tem-se que o grupo de alunos em que a aprendizagem foi baseada no ciclo de David Kolb levando em consideração as atividades baseadas no perfil cultural dos alunos apresentou coeficiente de variação menor do que o outro grupo, ou seja, o desempenho dos alunos foi mais homogêneo em termos de nota, provavelmente pela abordagem baseada nos diferentes estilos de aprendizagem destes alunos. Assim, levar em consideração os estilos de aprendizagem e as dimensões culturais do grupo de alunos contribuiu para praticamente duplicar a média final deste grupo em relação ao outro grupo de alunos. Desta forma, acredita-se que a partir do momento que o professor entender que suas atitudes pedagógicas podem ser alteradas em função do grupo ocorrerá uma aproximação do professor e aluno de uma forma mais significativa para melhorias efetivas na educação de nosso país. / Men produce scientific and technological knowledge that interfere in their daily life. In order to have every citizen understand how these technologies will affect their lives, it is necessary a basic genetic understanding, as well as the understanding of the mechanisms of genetic inheritance transmission of traits, molecular genetics and the structure of DNA. In this phase, learning, as described by Kolb (1984), can be understood as a process of resignification of reality, which occurs through a dialectical relation between previous experiences and the thinking regarding new information acquired by the individual. Kolb, based on this dialectical learning process, has developed the four-stage learning cycle: immediate or concrete experience (CE), reflective observation (RO), abstract conceptualization (AC) and the active experimentation (AE). Through the exposed models and the dialectical relation between them, Kolb has developed categories of learning styles (accommodating, assimilating, converging and diverging), in which it would be possible to verify the profile that fits in each phase of the learning process. The cultural environment together with the teaching environment will determine the learning style of each student, influencing his way of learning. Therefore, culture and learning styles are correlated and influence the student\'s behavior. In this way, Geert Hofstede (1980) has presented an identification method of cultural dimensions (power distance, individualism versus collectivism, masculinity versus femininity, uncertainty avoidance and time orientation). Within this context, the current research was developed with biology high school students from a private school in Guaratinguetá - SP, in order to work the concept of DNA, aiming specifically to verify whether there is the existence of prevalence of any learning style, as well as to find out whether the congruence between the learning styles and the cultural dimension of Hosfede exists. It was also possible to use the strategy \"teaching around Kolb learning cycle\" to propose improvement actions in learning quality. This phase used the system of interactive response (clickers). This system of interactive response is a mobile technology through which the teacher is able to immediate measure the students\' level of understanding of a subject in the classroom. As a result, it could be observed that the students who had their learning based on David Kolb learning cycles, taking into account tasks based on the cultural profile of the students, presented a lower variation coefficient. That is, the performance of this group was more homogeneous in terms of grades, which is probably due to the approach based on different learning styles of these students. Therefore, taking into account the learning styles and the cultural dimension of the group of students contributed to increase nearly two times the final average of this group, comparing to the other group of students. It is believed that by the time the teacher understands that his pedagogical attitudes could be modified according to the group, this teacher will get closer to his students in a more substantial way, so as to achieve improvements in the education in our country.