EFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META-ANALYSIS

TitleEFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META-ANALYSIS
Publication TypeJournal Article
Year of Publication2018
AuthorsYaman, S, Karaşah, Ş
JournalJournal of Baltic Science Education
Volume17
Issue1
Start Page65-83
PaginationContinuous
Date PublishedFebruary/2018
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordseffect size, learning cycle models, meta-analysis, science success
Abstract

This meta-analysis has two objectives: (a) to address the main effects of learning cycle models on students’ success in science; and (b) to address potential moderators of the effect of LC models. This meta-analysis was conducted by calculating the effect size of 75 studies, including theses and journal papers associated with the implementation of LC models published in Turkey. The studies were selected according to the following criteria: experimental studies on LC models in science courses at different educational levels. The studies, which were included within this scope, were carried out between the years of 2004-2016. As possible moderators of LC models; effects, type of publication, educational level, period, sample size and the year of construction were investigated. This moderator analysis indicates that there are significant differences among the effect sizes of the research. Nevertheless, the values of the general effect size of the researches provide a positive outlook to increase the students' science success of the LC models. Considering the effects of LC model on the students’ science success, this research could be helpful to both researchers and practitioners in the field of science education.

URLhttp://oaji.net/articles/2017/987-1519060007.pdf
Refereed DesignationRefereed
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