The Effectiveness of the Learning Cycle Approach on Learners' Attitude toward Science in Seventh Grade Science Classes of Elementary School *

The purpose of this study was to investigate the effectiveness of the learning cycle approach on learners' attitude toward science in seventh grade science classes of elementary school. In this research, pretest- posttest control group design was used. This study was administered to a total 56 seventh grade students who were being educated in two different science classes by the same teacher, in Ankara during the second term of 2004-2005. t-test and covariance analysis was used in the statistical analysis of data collected. The results indicated that the learning cycle instruction group produced significantly higher positive attitudes toward science as a school subject than the traditionally designed science instruction group. According to data results it can be utilized to the learning cycle approach can be used to increase students' positive attitudes toward science on elementary science education. SUMMARY Purpose and significance: The purpose of this study was to investigate the effectiveness of the learning cycle approach on learners' attitude toward science in seventh grade science classes of elementary school. The aim of programmed of science education is investigated, the approach in which only use of course book for source and application of teacher-centered curriculum is not adequate for effective science education. In this reason in there needs new approaches which must aim to improve students' scientific process skills, logical thinking ability, creativity, critical thinking skills, positive attitude toward science. One of these approaches is the learning cycle. The learning cycle is a successful teaching approach based on Piaget's model of intellectual development and constructivism in which three phases, use of a variety of learning activities to improve students' understanding of a subject. The learning cycle is composed of three phases that include: (1) exploration, (2) term introduction, and (3) concept application. Methods: In this research, pretest-posttest control group design was used. This study was administered to a total 56 seventh grade students who were being educated in two different science classes by the same teacher, in Ankara during the second term of 2004-2005. One of the classes was assigned as a control group and the other one was assigned as experimental group. In experimental group, environmental subject was presented with the learning cycle approach, while in control group it was presented with traditional instruction approach. Experimental and control group students have been educated by researcher for seven weeks. SPSS program was used in the statistical analysis of data collected. t-test and covariance analysis was used in the statistical analysis of data collected. Results: The results indicated that the learning cycle instruction group produced significantly higher positive attitudes toward science as a school subject than the traditionally designed science instruction group. This difference is statistically significant, (F1-50; 0,05=28,920; p<0,05). Discussion and Conclusions: According to data results it can be utilized to the learning cycle approach can be used to increase students' positive attitudes toward science on elementary science education. Inservice teacher training should be organized for science teacher to application the learning cycle approach by expert on subject. In addition, preservice teachers who educated in Faculty of Education should be informed to use the learning cycle approach with other active teaching methods.