Enhancing Environmental Competence through a STEAM Climate Change Education Program in Lower Elementary Grades

The aim of this study is to determine the effectiveness of Creative Problem Solving (CPS) on problem solving skill of mathematics students. This study was quantitative study with quasi experimental design type nonequivalent control group design. The data were collected through problem solving test. Partisipants of this study were 56 students on third grade in Sekolah Dasar Negeri Kebayoran Lama Utara. They were separated into two groups; 28 students in experimental group and 28 students in control group. The experimental group was treated by CPS learning, while the control group was treated by traditional learning. The study was conducted in the even semester of the academic year 2016/2017. The data was analyzed using t-test. The result showed that there was a significant difference in problem solving skill between the experimental and the control class. The average of problem solving skill in experimental group was higher than control group. Herewith, it has been concluded that CPS had an effect on students’ problem solving skill.

This study aims at investigating the influence of using flipped classroom model on Iranian EFL eleven graders’ English achievements and their willingness to communicate. A pre-experimental design was used in this study. The participants were students in four classes of two high schools in Sanadaj, Iran. Two classes functioned as experimental and two others as control. The students in the experimental group (N=48) received instructional videos based on their English textbook. The videos were uploaded on a social network channel made by the researcher so the students could download them and watch them at their convenience time. Each individual participant in the experimental group then had the opportunity to interact with his classmates and teacher via the social network made by the students. This could help the students in the experimental group for the in-class discussion formed on the content of the videos and textbook exercises, Meanwhile, the students in the control group (N=47) received in class traditional teaching focusing on lectures and explanations by the teacher. Despite these two different ways of presenting the contents of the English textbook, students in both experimental and control groups had the opportunity to take part in various learning activities in each classroom session including collaborative activities, completing the textbook exercises, giving comments and presenting new ideas, giving each other support and feedback and taking in-class quizzes. Statistical analysis of the post- test results revealed that the participants in the experimental group could outperform the participants in the control group. Furthermore, the findings of this study indicated that there was a significant difference in learners’ willingness to communicate between experimental and control groups in favor of the experimental group.

Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school, year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group.

Küresel tarih yaklaşımı, modern dünyayı şekillendiren etkileşim ve bağlantıları anlamaya, bölünmüşlüğü önlemeye ve dünya inşasına dair belirli bir perspektif sunmaya yönelik bir yöntem olarak ortaya çıktı. Bu çalışmada, tarih disiplini içerisinde hızla gelişen ve yalnızca Amerika Birleşik Devletleri’nde değil, aynı zamanda Avrupa ve Asya’da da yaygınlık kazanan küresel tarih yaklaşımı ele alınarak bu yaklaşımın ortaöğretim öğrencilerinin akademik başarıları üzerindeki etkisi incelendi. Yarı deneysel desenin kullanıldığı bu araştırma, ünitenin kazanımları da dikkate alınarak 3 hafta boyunca toplam 6 ders saatiyle sınırlandırıldı. Deney grubundaki öğrencilere küresel tarih perspektifini yansıtan ünite uygulanırken, kontrol grubundaki öğrencilere mevcut tarih öğretim programında yer alan ünite sunuldu. Çalışmanın konusuna ve amacına uygun olduğu düşünülen ortaöğretim 12. Sınıf öğrencileri, çalışma grubu olarak belirlendi. Bu bağlamda, T.C. İnkılâp Tarihi ve Atatürkçülük ders kitabının 5. Ünitesi olan “II. Dünya Savaşı Sürecinde Türkiye ve Dünya” ünitesi, okul olarak Van ili İpekyolu ilçesinde yer alan mesleki ve teknik Anadolu lisesi, Anadolu lisesi ve Anadolu imam hatip lisesi olmak üzere üç farklı devlet okulu seçildi. Araştırmada hem deney hem de kontrol gruplarında yer alan öğrencilere ön test ve son test olarak başarı testi uygulandı. Toplam 30 sorudan oluşan başarı testi, ÖSYM tarafından 1998-2022 yılları arasında araştırma konusuyla ilgili çıkmış sorulardan seçildi. Araştırma sonucunda küresel tarih yaklaşımıyla hazırlanan tarih ünitesinin, ortaöğretim öğrencilerinin akademik başarılarında anlamlı ve olumlu bir etki oluşturduğu belirlendi.

Abstract:This study aimed to enhance creative problem solving skill by using the Creative Problem Solving(CPS) learning model which was developed based on creative problem solving approach and five essential featuresof inquiry. The key strategy of the CPS learning model is using real life problem situations to provide studentsopportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring,solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learningmodel was “matter and properties of matter” that consists of 3 learning units: Matter, Solution, and Acid-BaseSolution.The process to assess the effectiveness of the learning model used the experimental design of the Pretest-PosttestControl-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At thesame time, students at the same grade level in the control group learned by conventional learning model. The learningmodels and students' prior knowledge levels were served as the independent variables. The creative problem solvingskill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in allaspects, the students' mean scores of creative problem solving between students in experimental group and controlgroup were significantly different at the .05 level. Also, the progression of students' creative problem solving skillswas found highly progressed at the later instructional periods. When comparing the creative problem solving scoresbetween groups of students with different levels of prior knowledge, the differences of their creative problem solvingscores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective inenhancing the students' creative problem solving skill.Key words: Creative Problem Solving (CPS) Learning Model, Five essential features of inquiry, Creative ProblemSolving SkillSrinakharinwirot University, Thailand∙

This study aimed to evaluate the effectiveness of innovative pedagogical approach compared to conventional instructional method in enhancing students’ academic performance in mathematics. The research involved pre-test and post-test assessments of students in both experimental and control groups. Findings revealed that the students in the controlled group had a mean score of 9.46 for the pre-test and 16.18 in the post-test. The result showed that the scores from pre-test to post-test increase a bit. While the students in the experimental group obtained a pre-test mean score of 9.31 and post-test mean score of 24.14. The result showed that the scores of the students from the pre-test almost doubled their scores in the post-test. The mean scores of pre-test and post-test in both methods have a p-value of 0.000 which is less than the significance level of 0.05. Thus, both methods rejected the null hypothesis. The significant improvement in post-test scores for the experimental group highlighted the effectiveness of the innovative pedagogical method. Additionally, the results indicated that the experimental method was more effective across different mathematical levels, with high-achieving students showing greater improvement. In this study, the researcher was employed the pretest – posttest non comparable quasi experimental design to determine the effectiveness of the innovative created game-based approach in teaching Mathematics 8 on the academic achievement of students. In this design, two groups of students were involved. This design is the same as the classic controlled experimental design except that the subjects cannot be randomly assigned to either the experimental or control group. In other words, participants do not have the same chance of being in the control or experimental group, or of receiving or not receiving the treatment. Design. Quasi-experimental design involves selecting groups, upon which a variable is tested, without any random pre-selection processes. The researcher used the mean scores of students in pre-test and post-test of the two methods. The researcher used the One-Way ANOVA to identify if there is a significant difference between the mean gain score of the students in the pre-test and post-test using the conventional and experimental methods.

The learning characteristics of each student are different. Differentiated instruction considers individual differences, as such guides the learning journey rather than seeing these differences as a challenge. The purpose of this research was to compare the effects of differentiated instruction and 5E learning cycle in physics classes on the students' academic achievement and self-efficacy. We used the matching - pre-test/post-test - control group design to address the research questions. We conducted the study in three different schools, performed three experiments, and had three control groups. 162 10th grade students participated in the study. We used the ‘Electricity Prior Knowledge Test’, ‘Electricity Achievement Test’, and the ‘Physics Self-Efficacy Scale’ to collect data. SPSS version 20 software was used to analyse the obtained quantitative data. Independent samples t-test was used to determine whether there was a significant difference between the control and experimental group students’ level of prior knowledge regarding the subject of electricity. The analysis of covariance was used to determine whether there was a significant difference between the control and experimental group students’ course achievements after the implementation. Two-factor mixed-measures ANOVA was used to determine whether the experimental and control group students’ pre-test and post-test scores on self-efficacy differed. Based on the results, it can be concluded that differentiated instruction improved the academic achievement of the low- and mid-achieving students. When the self-efficacy scores of the students were analysed, no significant difference was found between the groups. Based on the results of the research, researchers or teachers who want to use differentiated teaching in their classrooms may be recommended to create level groups in the classroom.

The study aims to investigate the effects of educational robotics (ER) in programming education on students' programming success, computational thinking (CT), and transfer of learning and to reveal the students' views about robotics programming. For this purpose, an explanatory sequential mixed‐method research design was used. In this research design, a qualitative data collection process follows a quantitative one to be able to further explain the novel results obtained through analysis of the quantitative data. In the quantitative part, a quasiexperimental study was designed, and one experimental group (EG) and one control group (CG) were formed randomly. The study was conducted with sixth‐grade middle school students for 14 weeks. In the process, students were given project tasks based on some real‐life problems, and they were asked to transfer their programming skills. It was preferred to use mBot as an ER. While the EG students performed programming activities with the mBot, the CG students performed only block‐based programming activities. Both groups were given pre‐ and posttests to collect data. Finally, semistructured interviews were conducted with the EG students to enrich quantitative findings. The results showed that robotics programming activities increased the students' programming success and transfer of learning, and scores of the EG were significantly higher than the CG. In addition, it was determined that both the EG and CG students' CT skills increased, but there was no significant difference between the groups. Finally, most of the students reported positive views on the use of ER in programming education.

The purpose of this study is to examine the effect of technology-enhanced constructivist learning on science achievement of seventh-grade students with different cognitive styles. Cognitive styles of the students are examined within the frame of Witkin et al. (1977) in terms of field dependent and field independent cognitive styles. The quantitative study was conducted using an experimental method with a factorial design that is a modification of the pretest-posttest control group design. The sample of the study consists of 39 seventh-grade students (19 students in the experimental group and 20 students in the control group). Strength and Energy Achievement Test and The Embedded Figures Test (EFT) were used to collect the data. The results of this study show that there is no statistically significant difference between the mean score ranks of experimental and control groups for the pretest and posttest scores of students. Furthermore, there is no significant difference between the pretest and posttest scores of the field independent students in both experimental and control groups but there are significant differences between pretest and posttest scores of the field dependent students. Suggestions were presented by the results obtained from the research.

With the change in educational trends due to the pandemic, new approaches and strategies are applied in the teaching-learning process to provide quality education to learners continuously. One is the jigsaw method, a type of cooperative learning that enables students to work collaboratively with their classmates. This experimental study aims to determine the effectiveness of the Jigsaw method on the selected Grade 12 students in terms of cognitive ability and academic performance. This aims to answer the mean performance of the students in the control group in cognitive ability in terms of pretest and posttest, mean performance of the students in the experimental group who use jigsaw method in cognitive ability in terms of pretest and posttest, mean performance of the students in experimental group with regards to performance task after using the jigsaw method, significant difference in the performance of the students in control and experimental group in cognitive ability in terms of pretest and posttest. For control group in terms of mean performance as to cognitive ability, a negative t-test statistic was incurred which suggest that posttest scores are greater than the pre-test scores which are also evident in the computed means. The t-test statistic computed was beyond the critical t-value. For experimental groups mean performance as to cognitive ability, also incurred a negative t-test statistic. Furthermore, across the tests, the t-test statistic computed was beyond the critical t-value. In addition, all of the test obtained a p-value <0.000 which implies significance for the values are less than the significance alpha of 0.05. Hence, there is a significant difference observed. Regarding performance tasks, students were willing to participate in every activity. The level of students? brainstorming, time on task, and interaction increased. However, keeping the camera open always got the lowest mean which implies that students? cognitive ability continually improved, and they coped with different performance tasks with the help of the jigsaw method.

Introduction: Gastric disorder is a common medical problem in India 5. The incidence of gastritis in India is approximately 3 in 869 people suffering from gastritis. Frequency of gastritis is decreasing in the developed world but increasing in developing countries. Gastritis is more common among the adolescents, but it can affect anyone at any age. A variety of mild to severe stomach symptoms may indicate gastritis. Gastrointestinal system is one of the systems of our body which deals with Diet - its intake, absorption, metabolism and elimination. Upper gastrointestinal inflammatory process is exceedingly common and has a wide spectrum of causes and manifestations. Hence the focus of this study was to evaluate the effectiveness of Planned teaching programme on prevention and management of gastritis among students at selected PU Colleges at Shivamogga. Methodology: A Pretest posttest with control group research design and evaluative approach was used in the study. The data was collected from 120 subjects, each 60 pre - university students in control group and 60 pre - university students in experimental group, selected through non - probability purposive sampling technique. Data was collected using structured questionnaire. Results: The overall analysis of level of knowledge of students regarding prevention and management of gastritis showed that in experimental group majority 55% of the subjects had moderate knowledge and 35% had inadequate knowledge in pre test, where as in post test 55% of subjects had adequate knowledge and 41.7% had moderate knowledge. In control group majority 58.3% of the subjects had moderate knowledge and 30% had inadequate knowledge in pre test, where as in post test 71.7% of subjects had moderate knowledge and 18.3% had adequate knowledge. The mean knowledge scores of the subjects at pre - test were 14.53 (55.88%) with standard deviation 3.529 found to be moderate knowledge regarding prevention and management of gastritis. After administration of Planned teaching programme mean knowledge scores of the subjects was 19.48 (74.92%) with standard deviation 3.327 found to be improvement in the level of knowledge among students in experimental group. In control group the pretest mean knowledge scores was found to be 14.97 (57.57%) with the standard deviation of 3.483 and the mean post test knowledge scores were 16.9 (65%) with standard deviation of 2.628 which shows the mild increase in the knowledge level of students regarding prevention and management of gastritis. Conclusion: Findings of the study show that there was a significant difference in pre test and post test level of knowledge of students in experimental group where as little increase in the knowledge scores of students in control group. From this it is concluded that the Planned teaching programme is effective in improving the level of knowledge of students. And there was a significant association between level of knowledge of students in experimental group and selected demographic variables such as age, educational status and Source of information.

Along with the promotion and deepening of “Nine Year Joint Curriculum” in Taiwan, the trend of “student centered learning” in education has been greatly emphasized. Students are expected to take initiative roll in their study. In science and technology learning area, inquiry teaching method is the most popular and important way to achieve the curriculum goal. This research focuses on the learning effects of “Sound” unit with the adoption of an improved inquiry teaching method, also the differences caused by gender in students’ learning effect. At the end of the research, students’ feedbacks were collected and analyzed for researcher’s references and future study. One hundred and eleven students from four different classes were selected as research subjects from certain elementary school, and divided into two groups as the experimental group and the control group. Under quasi-experimental design, the teacher took inquiry teaching method to design the instructions for the experimental group, while following the traditional teaching method for the control group. The experiment lasted ten classes, and compared the learning effects from both the experimental group and the control group by quantitative research method. Moreover, the teacher collected the experimental group students’ feedback lists for “Sound” unit, and analyzed their feedbacks. The research tool included a test designed by the teacher for evaluating the students’ learning effects, and a feedback list for the experimental group students. Pre-test and Post-test were implemented to analyze the differences in learning effects from both of the groups, by using descriptive, ANCOVA, Johnson-Neyman Method to analyze the data collected from the students. And the feedback list was for researcher to analyze the students’ feedbacks and opinions about this improved inquiry teaching method. The results of the research show that with the two different teaching methods adopted in the teacher’s instruction, the experimental group students’ learning effects are obviously superior to the control group students’, who used textbooks. Also, considering the difference in learning effects caused by gender, male students’ grades in two groups indicate greater differences. Even within the experimental group, male students show better performance than female students. The experiment proves that in “Sound” unit, the improved inquiry teaching method turns out to be more effective on male students than female students. Furthermore, after analyzing the students’ feedback on inquiry teaching method adopted, the result shows that the improved inquiry teaching method can help the students clarify the concepts about “Sounds”, also induce great motivation. In this experiment, the improved inquiry teaching method was proved effective, and is worth of adopting in future instructions.

The aim of this study was to determine the effect of flipped classroom model on fifth grade students' 21st century skills and scientific epistemological beliefs. The sample of the study was consisted of 54 fifth grade students from a rural elementary school in Turkey. Quasi-experimental design with pre-test and post-test control group was used. As a data collection tool, “Scientific Epistemological Beliefs Scale” and “21st Century Learning Skills Scale” was used. For data analysis, independent t-test and dependent t-test were used. As a result of the study it was found that; at the beginning, there was no significant difference between the experimental and control group students’ pre-test scientific epistemological beliefs. After the implementation, there was no significant difference between the experimental and control group students’ post-test scientific epistemological beliefs mean scores. In addition, at the beginning of the study, there was no significant difference was found between experimental and control group students’ 21st century skills. After the implementation, there was no significant difference was found between experimental and control group students’ 21st century skills after the implementation.

The aim of this study is to examine the effect of the game-integrated flipped classroom application on the mathematics beliefs and motivations of primary school 3rd grade students about length measurement, which is one of the mathematics lesson measurement learning areas. In the study, quasi-experimental design with pretest-posttest group was used. For this purpose, two 3rd graders, one experimental and one control geubu, were determined by random sampling method from public primary schools in Aydın province Efeler district. In the experimental group, the lessons were taught with a game-integrated flipped classroom application; In the control group, the lessons were taught within the scope of the current curriculum. As data collection tools, the 3-point Likert-type “Primary School Mathematics Motivation Scale” and Aksu, developed by Ersoy and Öksüz (2015), The 5-point Likert-type “Beliefs about Mathematics Scale” developed by Demir and Sümer (2002) was used. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well.

The study aimed to investigate the effect of authentic problem-based learning (PBL) activities in the unit of “Human and Environment” on 7th graders’ environmental information, their reflective thinking skills and their environmental attitudes. The sample of the study consisted of 53 7th grade students from two different classes attending Science and Technology Course at a government school in Turkey. One of the groups was attended as control group the other one was attended as experimental groups. Reflective Thinking Skills Scale, Environmental Knowledge Test, and Environmental Attitude Scale were used as data collection tools. The research design of the study was quasi experimental pre-test post-test control group design. The experimental group was taught by PBL and the control group was taught by didactic teaching method. The results of the study displayed that PBL had significant effect on 7th graders’ environmental knowledge; environmental attitudes but it had no significant effect on students’ reflective thinking skills.