The impact of POE supported inquiry-based teaching method academic achievement and scientific inquiry skills

Ayberk Bostan Sarıoğlan; Emrullah Sarıca

Makale detayları

The impact of POE supported inquiry-based teaching method academic achievement and scientific inquiry skills

Yazarlar:

Ayberk Bostan Sarıoğlan | Emrullah Sarıca

Yayıncı:

Balıkesir University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi Vol.25 Issue 1, pp.279-292

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001282012

pISSN:

1301-7985

Anahtar kelimeler:

Özet:

 This study aims to search the impact of POE supported inquiry-based instruction in the unit of electricity on the academic success and scientific inquiry skills of students. The research method performed in this study, which is one of the quantitative research technics, is determined as pre-test and post-test matching control grouped quasi-experimental method. Sample of this research contains 26 students at the level of sixth grade. In the experimental group, inquiry-based instruction method and Predict-Observe-Explain POE method are used in teaching the unit of electricity whereas the activities of the current science curriculum are used for teaching in the control group. As data collection tool, an academic success test including 20 multiple choice questions concerning the learning outcomes of electrical conduction and the scientific inquiry skills test consisting 22 items are used. The academic success test in the unit of electricity was applied to students both in control and application groups before and after the implementation. Additionally, scientific inquiry skills test was applied on students in the experimental group before and after the instruction. Data of this study was analyzed by using SPSS Statistics 23 program. It was concluded that the academic achievement test and scientific inquiry skills test results of students in the experimental group in which inquiry based instruction is implemented are higher than results of control group. Considering these results, it was suggested that inquiry-based instruction method and Predict-Observe-Explain POE method should be used in science teaching because these methods can increase the academic success and scientific inquiry skill of students.

 This study aims to search the impact of POE supported inquiry-based instruction in the unit of electricity on the academic success and scientific inquiry skills of students. The research method performed in this study, which is one of the quantitative research technics, is determined as pre-test and post-test matching control grouped quasi-experimental method. Sample of this research contains 26 students at the level of sixth grade. In the experimental group, inquiry-based instruction method and Predict-Observe-Explain POE method are used in teaching the unit of electricity whereas the activities of the current science curriculum are used for teaching in the control group. As data collection tool, an academic success test including 20 multiple choice questions concerning the learning outcomes of electrical conduction and the scientific inquiry skills test consisting 22 items are used. The academic success test in the unit of electricity was applied to students both in control and application groups before and after the implementation. Additionally, scientific inquiry skills test was applied on students in the experimental group before and after the instruction. Data of this study was analyzed by using SPSS Statistics 23 program. It was concluded that the academic achievement test and scientific inquiry skills test results of students in the experimental group in which inquiry based instruction is implemented are higher than results of control group. Considering these results, it was suggested that inquiry-based instruction method and Predict-Observe-Explain POE method should be used in science teaching because these methods can increase the academic success and scientific inquiry skill of students.

 This study aims to search the impact of POE supported inquiry-based instruction in the unit of electricity on the academic success and scientific inquiry skills of students. The research method performed in this study, which is one of the quantitative research technics, is determined as pre-test and post-test matching control grouped quasi-experimental method. Sample of this research contains 26 students at the level of sixth grade. In the experimental group, inquiry-based instruction method and Predict-Observe-Explain POE method are used in teaching the unit of electricity whereas the activities of the current science curriculum are used for teaching in the control group. As data collection tool, an academic success test including 20 multiple choice questions concerning the learning outcomes of electrical conduction and the scientific inquiry skills test consisting 22 items are used. The academic success test in the unit of electricity was applied to students both in control and application groups before and after the implementation. Additionally, scientific inquiry skills test was applied on students in the experimental group before and after the instruction. Data of this study was analyzed by using SPSS Statistics 23 program. It was concluded that the academic achievement test and scientific inquiry skills test results of students in the experimental group in which inquiry based instruction is implemented are higher than results of control group. Considering these results, it was suggested that inquiry-based instruction method and Predict-Observe-Explain POE method should be used in science teaching because these methods can increase the academic success and scientific inquiry skill of students.

 Bu çalışmada elektrik ünitesinde tahmin-gözlem-açıklama TGA destekli sorgulamaya dayalı öğretimin öğrencilerin akademik başarısı ile bilimsel sorgulama becerilerine etkisinin araştırılması hedeflenmiştir. Bu çalışmada araştırma yöntemi olarak ön test-son test eşleştirilmiş gruplu yarı deneysel yöntemden yararlanılmıştır. Bu çalışma ortaokul 6. sınıf düzeyinde toplam 26 öğrenci ile yürütülmüştür. Deney grubunda TGA destekli sorgulama temelli öğretim ile konu işlenmiş, kontrol grubunda ise konu fen bilimleri dersi öğretim programındaki etkinliklere göre işlenmiştir. Veri toplama aracı olarak elektriğin iletimi ünitesine ait 20 maddelik çoktan seçmeli akademik başarı testi ve 22 maddelik bilimsel sorgulama becerileri testi kullanılmıştır. Elektrik ünitesi başarı testi, kontrol ve deney grubundaki öğrencilere öğretim öncesi test ve öğretim sonrası test şeklinde uygulanmış olup ayrıca deney grubundaki öğrencilere öğretim öncesi ve sonrası bilimsel sorgulama becerileri testi de uygulanmıştır. Çalışmanın verileri SPSS 23 programı ile analiz edilmiştir. Çalışmada sorgulama temelli öğretimin uygulandığı deney grubu katılımcılarının elektrik ünitesi başarı testi ve bilimsel sorgulama becerileri testi sonucunun kontrol grubundaki öğrencilerden anlamlı derece iyi olduğu belirlenmiştir. Elde edilen veriler doğrultusunda TGA destekli sorgulama temelli öğretim yönteminin öğrencilerin akademik başarısını ve bilimsel sorgulama becerisini arttırdığından fen öğretiminde kullanılması önerilmiştir.

Makale detayları

The impact of POE supported inquiry-based teaching method academic achievement and scientific inquiry skills

Yazarlar:

Ayberk Bostan Sarıoğlan | Emrullah Sarıca

Yayıncı:

Balıkesir University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi Vol.25 Issue 1, pp.279-292

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001282012

pISSN:

1301-7985

POE supported inquiry based teaching

electricity

science education

6th grade students

TGA destekli sorgulama temelli öğretim

elektrik

fen eğitimi

6. sınıf öğrencileri

Sayı

Makale detayları

Yazarlar: Ayberk Bostan Sarıoğlan | Emrullah Sarıca

Yayıncı: Balıkesir University

Ana Başlıklar: Alan Eğitimleri

Dergi: Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi Vol.25 Issue 1, pp.279-292

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001282012

pISSN: 1301-7985

Sayı

Yazarlar:

Ayberk Bostan Sarıoğlan | Emrullah Sarıca

Yayıncı:

Balıkesir University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi Vol.25 Issue 1, pp.279-292

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001282012

pISSN:

1301-7985