Effects of 7E Instructional Model with Metacognitive Scaffolding on Students’ Conceptual Understanding in Biology
The main aim of this study was to explore the effect of 7E instructional model with metacognitive scaffolding and gender on 9th grade students’ conceptual understanding of human biology concepts and misconceptions. The research method was a quantitative research method and the research design was q...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Seyit Ahmet Kıray
2021-01-01
|
| Series: | Journal of Education in Science, Environment and Health |
| Subjects: | |
| Online Access: | https://jeseh.net/index.php/jeseh/article/view/287 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832542559940902912 |
|---|---|
| author | Habtamu Wodaj Solomon Belay |
| author_facet | Habtamu Wodaj Solomon Belay |
| author_sort | Habtamu Wodaj |
| collection | DOAJ |
| description |
The main aim of this study was to explore the effect of 7E instructional model with metacognitive scaffolding and gender on 9th grade students’ conceptual understanding of human biology concepts and misconceptions. The research method was a quantitative research method and the research design was quasi-experimental research design with pre-test – treatment – post-test. The study was conducted on four purposely selected schools and four classes and teachers (one from each school) and assigned as treatment group 1, treatment group 2, treatment 3 and comparison group randomly. These groups were instructed with 7E instructional model alone, 7E instructional model with metacognitive scaffolding, conventional approach with metacognitive scaffolding and conventional approach respectively to teach human biology for 10 weeks. Human biology conceptual understanding test was administered for all groups as pre-test and post- test. The ANOVA results showed that 7E instructional model supported with metacognitive strategies had a significantly superior effect over the other instructional methods for enhancing students’ conceptual understanding and minimizing misconceptions. However, no significant difference was found between males and females in students’ conceptual understanding. Hence, metacognitive scaffolding with 7E instructional model could help students to understand biology concepts and minimize misconceptions better than the other instructional methods.
|
| format | Article |
| id | doaj-art-0bdfd6fe039a43a68dde4b029c93a09e |
| institution | Kabale University |
| issn | 2149-214X |
| language | English |
| publishDate | 2021-01-01 |
| publisher | Seyit Ahmet Kıray |
| record_format | Article |
| series | Journal of Education in Science, Environment and Health |
| spelling | doaj-art-0bdfd6fe039a43a68dde4b029c93a09e2025-02-03T22:02:14ZengSeyit Ahmet KırayJournal of Education in Science, Environment and Health2149-214X2021-01-0171Effects of 7E Instructional Model with Metacognitive Scaffolding on Students’ Conceptual Understanding in BiologyHabtamu Wodaj0Solomon BelayAddis Ababa University The main aim of this study was to explore the effect of 7E instructional model with metacognitive scaffolding and gender on 9th grade students’ conceptual understanding of human biology concepts and misconceptions. The research method was a quantitative research method and the research design was quasi-experimental research design with pre-test – treatment – post-test. The study was conducted on four purposely selected schools and four classes and teachers (one from each school) and assigned as treatment group 1, treatment group 2, treatment 3 and comparison group randomly. These groups were instructed with 7E instructional model alone, 7E instructional model with metacognitive scaffolding, conventional approach with metacognitive scaffolding and conventional approach respectively to teach human biology for 10 weeks. Human biology conceptual understanding test was administered for all groups as pre-test and post- test. The ANOVA results showed that 7E instructional model supported with metacognitive strategies had a significantly superior effect over the other instructional methods for enhancing students’ conceptual understanding and minimizing misconceptions. However, no significant difference was found between males and females in students’ conceptual understanding. Hence, metacognitive scaffolding with 7E instructional model could help students to understand biology concepts and minimize misconceptions better than the other instructional methods. https://jeseh.net/index.php/jeseh/article/view/2877E instructional modelMetacognitive scaffoldingMetacognitive strategiesConceptual understanding and Misconceptions. |
| spellingShingle | Habtamu Wodaj Solomon Belay Effects of 7E Instructional Model with Metacognitive Scaffolding on Students’ Conceptual Understanding in Biology Journal of Education in Science, Environment and Health 7E instructional model Metacognitive scaffolding Metacognitive strategies Conceptual understanding and Misconceptions. |
| title | Effects of 7E Instructional Model with Metacognitive Scaffolding on Students’ Conceptual Understanding in Biology |
| title_full | Effects of 7E Instructional Model with Metacognitive Scaffolding on Students’ Conceptual Understanding in Biology |
| title_fullStr | Effects of 7E Instructional Model with Metacognitive Scaffolding on Students’ Conceptual Understanding in Biology |
| title_full_unstemmed | Effects of 7E Instructional Model with Metacognitive Scaffolding on Students’ Conceptual Understanding in Biology |
| title_short | Effects of 7E Instructional Model with Metacognitive Scaffolding on Students’ Conceptual Understanding in Biology |
| title_sort | effects of 7e instructional model with metacognitive scaffolding on students conceptual understanding in biology |
| topic | 7E instructional model Metacognitive scaffolding Metacognitive strategies Conceptual understanding and Misconceptions. |
| url | https://jeseh.net/index.php/jeseh/article/view/287 |
| work_keys_str_mv | AT habtamuwodaj effectsof7einstructionalmodelwithmetacognitivescaffoldingonstudentsconceptualunderstandinginbiology AT solomonbelay effectsof7einstructionalmodelwithmetacognitivescaffoldingonstudentsconceptualunderstandinginbiology |