<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ibrahim Bilgin</style></author><author><style face="normal" font="default" size="100%">Hümeyra   Coşkun</style></author><author><style face="normal" font="default" size="100%">Idris   Aktaş</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF 5E LEARNING CYCLE ON MENTAL ABILITY OF ELEMENTARY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">5E learning cycle</style></keyword><keyword><style  face="normal" font="default" size="100%">mind maps</style></keyword><keyword><style  face="normal" font="default" size="100%">word association test</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425810444.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this research is to investigate effect of 5E learning cycle instruction on 4th grade students’ mental ability in the unit of “Introduction to the Matter”. The subjects of this study were 160 students from four different classes enrolled to Science Course in an Elementary School in TURKEY. Non-equivalent pre-test/post-test control group design was used. Two of the classes randomly chosen as experimental group (79) took 5E learning cycle instruction, and the other two chosen as control group (81), took traditional instruction. Word-Association Test (WAT) was administered to the experimental and the control groups as pre- and post-tests to measure the students’ mental ability related to Unit of “Introduction to the Matter”. The data collected from WAT was converted into mind maps by using content analysis and cut off point methods. As a result of application, while “Introduction to the Matter” subject was seen as a whole on the mind maps of the experimental group of students, mind maps of the control group students were seen to be composed of piecemeal knowledge islets. Hence, it proves that the experimental group students learn terms in a more meaningful and more interrelated way than the control group students</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">592-607</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ibrahim Bilgin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF HANDS-ON ACTIVITIES INCORPORATING A COOPERATIVE LEARNING APPROACH ON EIGHT GRADE STUDENTS’ SCIENCE PROCESS SKILLS AND ATTITUDES TOWARD SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cooperative learning approach</style></keyword><keyword><style  face="normal" font="default" size="100%">hands-on activities</style></keyword><keyword><style  face="normal" font="default" size="100%">science process skills</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher demonstration approach</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2006</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404214209.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to investigate the effects of hands-on activities incorporating a cooperative learning approach on eighth grade students’ science process skills and attitudes toward science. The sample of this study consisted of 55 students, from two different eighth grade classrooms in an elementary school, which were instructed by the same science teacher. The classrooms were assigned randomly as the control group and the experimental group. In the experimental group, hands-on activities were employed along with cooperative learning approach; whereas in the control group, the same activities were employed using teacher demonstration approach. In order to assess the treatment effects on eighth grade students, Science Process Skills Test (SPST) and Attitude Scale toward Science (ASTS) were administered as pre- and post- tests to the control and experimental groups. Pre-tests were used as covariates. The results of MANCOVA showed that students in the experimental group had better performance on Post-SPST scores and Post-ASTS. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">27-37</style></section></record></records></xml>