The Effectiveness of Learning Cycle Model Based on Constructivist Approachon Students’ Academic Motivation and Creativity in Female Students of 7th Grade

Document Type : Research Article

Authors

Instructor, Department of Education Educational sciences & psycholody, Sabzevar Branch, Islamic Azad University,

Abstract

Objective: The study aimed to investigate the effect of the learning cycle model based on the Constructivist approach on students’ academic motivation and creativity in female students of 7th grade.
Method: The study method was sub-experimental with pretest-posttest and followed up with a control group. The study population consisted of all 7th grade female students of Sabzevar city in the academic years 2015-2016. 56 female students were selected by available sampling method, then they divided randomly into 2 groups: experimental group (28 people) and control group (28 people). The experimental group educated 14 sessions that each session was 70 minutes by learning cycle model based on the constructivist approach and the control group was taught by the traditional method. Data collection tools were included academic motivation scale (Vallerand et al, 1992) and Abedi creativity questionnaire (1993). To analyze data, multivariable covariance was used.
Results: The results showed that the learning cycle model based on the constructivist approach has a significant effect on students’ academic motivation, creativity, and its components included fluency, elaboration, innovation, and flexibility (p < 0.01).
Conclusion: Based on the results, the model is effective in increasing academic motivation, creativity and its components (fluency, elaboration, initiative, and flexibility) and can be used as a model for teaching in classrooms.

Keywords

References

باقری، ناصر، شهرآرای، مهرناز؛ و فرزاد، ولی­اله. (1382). «وارسی­های روان­سنجی مقیاس انگیزش تحصیلی در بین دانش­آموزان دبیرستان­های تهران». دانشور رفتار، 1، 11-24.
ریو، جان مارشال. (1998). انگیزش و هیجان. ترجمه‌ی یحیی سیدمحمدی، 1388، چاپ سیزدهم. تهران: نشر ویرایش.
صیادی، صادق و مصرآبادی، جواد. (1397). «فراتحلیل اثربخشی آموزش نقشه مفهومی بر شاخص‌های شناختی، فراشناختی و عاطفی پیشرفت تحصیلی». دوفصلنامه راهبردهای شناختی در یادگیری، 6(11)، 67-94.
عابدی، جمال. (1372). «خلاقیت و شیوه‌های نو در اندازه­گیری آن». پژوهش­های روان­شناختی، 2( 1 و 2)، 46-54.
یارمحمدی واصل، مسیب؛  ذوقی پایدار، محمدرضا و  محمدی، عباس. (1396). «تأثیر آموزش شیوه‌ی کاوشگری بر فرآیندهای شناختی تفکر انتقادی؛ تحلیل، استنباط، ارزشیابی، استدلال قیاسی و استقرایی». دوفصلنامه راهبردهای شناختی در یادگیری، 5(8)، 79-92.
یارمحمدی، مسیب؛ محمدی، آرزو و کردنوقابی، رسول. (1398). «مقایسه تأثیر آموزش به شیوه‌ی نقشه مفهومی فردی و گروهی بر انگیزش و پیشرفت تحصیلی درس مطالعات اجتماعی». دوفصلنامه راهبردهای شناختی در یادگیری، 7(12)، 189-211.
Ahrari, S., Samah, B. A., Bin Hassan, M. S. H., Wahat, N. W. A., Zaremohzzabieh, Z. (2016). “Deepening critical thinking skills through civic engagement in Malaysian higher educationthink”. Thinking Skills and Creativity, 22, 121-128.
Ajaja, PO. (2013). “Which way do we go in the teaching of biology? Concept mapping, cooperative learning or learning cycle?”, International Journal of Science and Technology Education, 4(2), 18-29.
Ajaja, P. O., Eravwoke, U. O. (2012). “Effects of 5E learning cycle on students’ achievement in biology and chemistry”. Cypriot Journal of Educational Sciences, 7(3), 244-262.
Akerson, V. L., Townsend, S., Donnelly, L. A., Hanson D. L., Tıra, P., Whıte, O. (2009). “Scientific Modelling for Inquiring Teachers Network (SMIT’N): The Influence on Elementary Teachers’ Views of Nature of Science, Inquiry, and Modelling”, Journal of Science Teacher Education, 20, 21-40
Alesandrini, K., Larson, L. (2002). “Teachers bridge to constructivism”. Clearing House, 75(3), 118-122.
Amineh, J. R., ASL, H. D. (2015). “Review of constructivism and social constructivism”. Journal of Social Sciences, Literature and Language, 1(1), 9-16.
Auzmendi, E., Villa, A., Abedi, J. (1996). “Reliability and validity of a newly-constructed multiple-choice creativity instrument”. Creativity Research Journal, 9(1), 89-95.
Bozorgpouri, M. (2016). “The study of effectiveness seven-step (7E) teaching method in the orogress of English learning in students Shiraz city”. The Turkish Online Journal of Design, Art and Communication, 341-346.
Bulbul, Y. (2010). Effects of 7E learning cycle model accompanied with computer animations on Understanding of diffusion and osmosis concepts. Unpublished Thesis, Middle East Technical University.
Bybee, R.W. (2003). Achieving scientific literacy: From purposes to practices. Portsmouth, UK: Heinemann.
Bybee, R., Taylor, J., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., Landes, N. (2006). The BSCE 5e instructional model: Origins and effectiveness. A report for Office of Science Education National Institutes of Health. Retrieved from http://www.bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_ModelExecutive_Summary_0.pdf.
Cakır, NK. (2017). “Effect of 5E Learning Model on Academic Achievement, Attitude and Science Process Skills: Meta-analysis Study”, Journal of Education and Training Studies, 5(11), 157-170.
Chen, K., Jang, S. (2010). “Motivation in online learning: Testing a model of self-determination theory”. Computers in Human Behavior, 26, 741-752.
Clark, M.H., Schroth, C.A. (2010). “Examining relationships between academic motivation and personality among college students”. Learning and Individual Differences, 20(1), 19-24.
Craft, A., Jeffrey, B., Leibling, M. (2001). Creativity in education. London: Continuum.
Dagar, V., Yadav, A. (2016). “Constructivism: A Paradigm for Teaching and Learning”. Arts and Social Sciences Journal, 7(4), 1-4.
Dasdemir, İ. (2016). “The effect of the 5e instructional model enriched with cooperative learning and animations on seventh-grade students’ academic achievement and scientific attitudes”. International Electronic Journal of Elementary Education, 9(1), 21-38.
Deci, E. L., Ryan, RM. (2000). “The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior”. Psychological Inquiry, 11(4), 227-268.
Deci, E. L., Ryan, R.M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Eisenkraft, A. (2003). “Expanding the 5E Model”. The Science Teacher, 70(6), 56-59.
Grant, A. M., Berry, J. W. (2011). “The Necessity of Others is the Mother of Invention: Intrinsic and Prosocial Motivations, Perspective Taking, and Creativity”. Academy of Management Journal, 54(1), 73-96.
Gunduz - Bahadir, E. B. (2012). Researching the Effect of the Animation Technique and 5E Learning Model on Academic Achievement, Attitude and Critical Thinking Skills While Processing the Unit of “Electricty in Our Life” for the 8th Grades (Master Thesis). Atatürk University, Erzurum, Turkey.
Guzel, H. (2016). “The effect of brightness of lamps teaching based on the 5e model on students’ academic achievement and attitudes”. Educational Research and Reviews, 11(17), 1670-1678.
Hartono. (2013). “Learning Cycle-7E Model to Increase Student’S Critical Thinking on Science”. Journal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education), 9(1), 58-66.
Jack, GU. (2017). “The effect of learning cycle constructivist-based approach on students’ academic achievement and attitude towards chemistry in secondary schools in north-eastern part of Nigeria”. Educational Research and Reviews, 12(7), 456-466.
James, M., Applefeld, R., Mahnaz, M. (2001). “Constructivism in theory and practice-toward a better understanding”. The High School Journal, 84, 35-53.
Jan, P. (2013). “A New Scholarship of Classroom-based, Open, Communal Inquiry”. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 23-33.
Kajuru, Y. K., Kauru, A. I. (2014). “Effects of 7E’s’s constructivist approach to teaching trigonometry on polytechnic students’ achievement and retention”. Abacus; Journal for Research in Science Education, 122(39), 106-121.
Kanlı, U. (2009). “Yapılandırmacı kuramın ışığında öğrenme halkasının kökleri ve evrimi: Örnek bir etkinlik [Roots and Evolution of Learning Cycle Model in Light of Constructivist Theory-A Sample Activity]”. Eğitim ve Bilim Dergisi, 34(151), 44-64.
Karagöz, O., Saka, A.Z. (2015). “Development of Teacher Guidance Materials Based On 7E Learning Method in Virtual Laboratory Environment”. Procedia - Social and Behavioral Sciences, 19, 810-827.
Kashani-Vahid, L., Afrooz, G. A., Shokoohi-Yekta, M., Kharrazi, K., & Ghobari. B. (2017). “Can acreative interpersonal problem-solving program improve creative thinking in gifted elementary students?”, Thinking Skills and Creativity, 24,175-185.
Kim, M.K., Cho, M.K. (2015). “Design and Implementation of Integrated Instruction of Mathematics and Science in Korea”. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 3-15.
Maker, C. J., Jo, S., Muammar, O. (2008). “Development of creativity: The influence of varying levels of implementation of the DICOVER curriculum model, a non-traditional pedagogical approach”. Learning and Individual Differences, 18, 402-417.
Ministry of Education and Science Technology (2011). The national school curriculum for science - teacher's guidebook. Seoul: The Korea Foundation for the Advancement of Science and Creativity.
Miquelon, P., Vallerand, R.J., Grouzet, F.M., Cardinal, G. (2005). “Perfectionism, academic motivation, and psychological adjustment: An integrative model”. Personality and social psychology, 31(7), 913-924.
Munandar, U. (2012). Development of Creativity in Gifted Children (Jakarta: Rineka Cipta).
Odom, A. L. and P. V. Kelly (2001). “Integrating Concept Mapping and the Learning Cycle to Teach Diffusion and Osmosis Concepts to High School Biology Students”, Science Education, 85(6), 615-635.
Oyserman, D., Smith, G.C., Elmore, K. (2014). “Identity‐based motivation: Implications for health and health disparities”. Journal of Social Issues, 70(2), 206-225.
Ozturk, N. (2013). The effect of activities based on 5e learnıng model ın the unit titled light and sound at the sixth grade science and technology lesson on learnıng outcomes (Unpublished Dissertation). Gazi University, Ankara, Turkey.
Ozturk, G. N., Dokme, İ. (2015). “The effect of 5e learning model-based activities on students’ scientific process skills and academic achievement”. Mersin University Journal of Education Faculty, 11(1), 76-95.
Pintrich, P. R., Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Putra, F., Nurkholifah, I., Rusilowati, A., & Subali, B. (2018). “5E learning cycle strategy: Increasing Conceptual Understanding and Learning Motivation”. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07(2), 171-181.
Robinson, K., Azzam, A. M. (2009). “Why creativity now?”, Educational Leadership, 67(1), 22–26.
Ryan, R. M., & Deci, E. L. (2000). “Intrinsic and Extrinsic Motivations: Classic Definitions and New Direction”. Contemporary Educational Psychology, 25(1), 54-67.
Rodríguez, G., Pérez, N., Núñez, G., Baños J., Carrió, M. (2019). “Developing creative and research skills through an open and interprofessional inquiry-based learning course”. BMC Medical Education, 19(134), 1-13.
Sarac, H. (2018). “The Effect of Learning Cycle Models on Achievement of Students: A Meta-Analysis Study”. International Journal of Educational Methodology, 4(1), 1-18.
Sarac, H., & Tarhan, D. (2017). “Effect of Multimedia Assisted 7e Learning Model Applications on Academic Achievement and Retention in Students”. European Journal of Educational Research, 6(3), 299-311.
Scott, G., Leritz, LE., Mumford, MD. (2004). “The effectiveness of creativity training: a quantitative review”. Creativity Research Journal, 16(4), 361-388.
Sen, S. (2017). “The Effects of 5E Inquiry Learning Activities on Achievement and Attitude toward Chemistry”. Journal of Education and Learning, 6(1), 1-9.
Septiana, I. S., Harjono, A., & Hikmawati. (2018). “Pengaruh Model Learning Cycle 5E Berbasis Eksperimen terhadap Kemampuan Berpikir Kritis Fisika Peserta Didik Kelas XI SMAN 1 Gerung”. Jurnal Pendidikan Fisika Dan Teknologi, 4(1), 7-15.
Shamloo, ZS., Cox, WM. (2010). “The relationship between motivational structure, sense of control, intrinsic motivation and university students' alcohol consumption”. Addictive Behaviors, 35(2), 140-146.
Sulistyowati, N., Suyatno, & Poedjiastoeti, S. (2014). Pembelajaran Kimia dengan Model Learning Cycle 5Euntuk Meningkatkan Penguasaan Konsep dan Keterampilan Berpikir Kritis Siswa SMK pada Pokok Bahasan Termokimia. Makalah disajikan dalam Seminar Nasional Kimia, Jurusan Kimia FMIPA Universitas Negeri Surabaya, Surabaya, 20 September 2014. (In Bahasa Indonesia).
Tania, B., Murni. (2017). “Penerapan Model Pembelajaran learning Cycle 5e untuk Meningkatkan Pemahaman Konsep Matematika Siswa SMPN 1 Pasie Raja”. Gravity: Jurnal Ilmiah Penelitian Dan Pembelajaran Fisika, 3(1), 66–79.
Torrance, E. P. (1990). Fostering Academic creativity in gifted student Eic Digest, U. S.A.
Ulina, N. S. (2017). “Meningkatkan Keterampilan Berpikir Siswa Dengan Model Learning Cycle Dalam Pembelajaran Fisika di SMA Jakarta”. Journal Formatif, 7(1), 49-55.
Vallerand, R.J., Pelletier, L.G., Blais, M. R., Briere, N. M., Senecal, C., Vallieres, E. F. (1992). “The Academic Motivation Scale: A measure of intrinsic, extrinsic, and a motivation in education”. Educational and Psychological Measurement, 52(4), 1003-1017.
Von Glasersfeld, E. (1992). A constructivist's view of learning and teaching. In R. Duit, F. Goldberg & H. Niedderer (Eds.), Research in Physics Learning: Theoretical Issues and Empirical Studies (pp. 29-39). University of Kiel: Institute for Science Education.
Wahyuni, Z., Syamsu, & Muslimin. (2013). “Penerapan Model Learning Cycle Tipe 5E dengan Media Visual Untuk Meningkatkan Hasil Belajar Fisika Pada Siswa Kelas Xc SMA Negeri 2 Dolo”. Journal Pendidikan Fisika Tadulako, 1(1), 1-10.
Waldrop, M. (2015). “The science of teaching science”. Nature, 523, 272-274.
Yanpar-Sahin, T. (2001). “Oluşturmacı yaklaşımın sosyal bilgiler dersinde bilişsel ve duyuşsal öğrenmeye etkisi [The Effect of Constructivist Approach on Cognitive and Affective Learning in Social Studies Course]”. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(2), 465-481.
 
Biquarterly Journal of Cognitive Strategies in Learning
Volume 8, Issue 14
June 2020
Pages 163-186

Files

Share

How to cite

Statistics