The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science Lesson
This study mainly aims to determine the effect of the layered curriculum on the 6th grade students’ learning styles in science lesson. The study group consists of students in the 6/A and 6/D at Fevzi Cakmak Secondary School in the city center of Siirt-Turkey in the academic year of 2015-20...
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Tayfun Yagar
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https://ijem.com//IJEM_4_3_141.pdf |
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doaj-02e2e37ef10a465c95b0bc5b2b618c312020-11-24T21:50:27ZengTayfun YagarInternational Journal of Educational Methodology2469-96322469-96322018-08-014314115210.12973/ijem.4.3.14112085The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science LessonSevda Koc Akran*0Burhan Uzum1 Siirt University Siirt University This study mainly aims to determine the effect of the layered curriculum on the 6th grade students’ learning styles in science lesson. The study group consists of students in the 6/A and 6/D at Fevzi Cakmak Secondary School in the city center of Siirt-Turkey in the academic year of 2015-2016. “Learning Styles Inventory” developed by Kolb and translated into Turkish by Askar and Akkoyunlu, diaries of students and semi-structured interview form developed by researchers and examination of the documents were used as data collection tools. As for data analysis, percent (%) and chi-square techniques were used to determine the learning styles of students, but in the analysis of students’ opinions the descriptive analysis was used. During the study, students were also asked to express their experiences and considerations about learning activities via a diary. The thoughts and feelings reflected in the diaries of students were directly quoted in findings. As a result of the analysis, in pre-test results of the students in the experimental group exposed to the layered curriculum, a significant difference was found in terms of gender; however, no significant difference was found in their post-test results. https://ijem.com//IJEM_4_3_141.pdf Curriculum the layered curriculum styles learning styles Science |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Sevda Koc Akran* Burhan Uzum |
spellingShingle |
Sevda Koc Akran* Burhan Uzum The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science Lesson International Journal of Educational Methodology Curriculum the layered curriculum styles learning styles Science |
author_facet |
Sevda Koc Akran* Burhan Uzum |
author_sort |
Sevda Koc Akran* |
title |
The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science Lesson |
title_short |
The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science Lesson |
title_full |
The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science Lesson |
title_fullStr |
The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science Lesson |
title_full_unstemmed |
The Effect of the Layered Curriculum on the 6th Grade Students’ Learning Styles in Science Lesson |
title_sort |
effect of the layered curriculum on the 6th grade students’ learning styles in science lesson |
publisher |
Tayfun Yagar |
series |
International Journal of Educational Methodology |
issn |
2469-9632 2469-9632 |
publishDate |
2018-08-01 |
description |
This study mainly aims to determine the effect of the layered curriculum on the 6th grade students’ learning styles in science lesson. The study group consists of students in the 6/A and 6/D at Fevzi Cakmak Secondary School in the city center of Siirt-Turkey in the academic year of 2015-2016. “Learning Styles Inventory” developed by Kolb and translated into Turkish by Askar and Akkoyunlu, diaries of students and semi-structured interview form developed by researchers and examination of the documents were used as data collection tools. As for data analysis, percent (%) and chi-square techniques were used to determine the learning styles of students, but in the analysis of students’ opinions the descriptive analysis was used. During the study, students were also asked to express their experiences and considerations about learning activities via a diary. The thoughts and feelings reflected in the diaries of students were directly quoted in findings. As a result of the analysis, in pre-test results of the students in the experimental group exposed to the layered curriculum, a significant difference was found in terms of gender; however, no significant difference was found in their post-test results. |
topic |
Curriculum the layered curriculum styles learning styles Science |
url |
https://ijem.com//IJEM_4_3_141.pdf |
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