The Effects of Inquiry Practices with “Discrepant Events” on Pre-Service Science Teachers’ Conceptual Understandings, Inquiry Skills, and Understanding of Scientific Knowledge

Şerifenur Doğan; Gül Ünal Çoban

Makale detayları

The Effects of Inquiry Practices with “Discrepant Events” on Pre-Service Science Teachers’ Conceptual Understandings, Inquiry Skills, and Understanding of Scientific Knowledge

Yazarlar:

Şerifenur Doğan | Gül Ünal Çoban

Yayıncı:

Ankara University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi Vol.56 Issue 1, pp.334-412

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001281684

pISSN:

1301-3718

Anahtar kelimeler:

Özet:

 This research aims to investigate the effects of inquiry practices with discrepant events on pre-service science teachers conceptual understanding, inquiry skills, and views on scientific knowledge. The study used a single group pre-test-post-test trial design. The participants of the study were comprised of third year science teacher candidates and the application lasted for 11 weeks. In the research, worksheets based on the Predict-Observe-Explain POE strategy, a type of inquiry-based learning, were used in the study groups Science Laboratory Applications I course. Data collection instruments included an inquiry skills scale, scientific knowledge scale, conceptual change assessment form, semi-structured interview, and activity assessment form. While the content analysis was used for the analysis of qualitative data, the paired samples t-test was used for the analysis of quantitative data. The results showed that there was no statistically significant difference in the views of prospective teachers on scientific knowledge and their inquiry skills, while there was a significant difference between their conceptual changes. Implications are presented regarding the results of this research.

 This research aims to investigate the effects of inquiry practices with discrepant events on pre-service science teachers conceptual understanding, inquiry skills, and views on scientific knowledge. The study used a single group pre-test-post-test trial design. The participants of the study were comprised of third year science teacher candidates and the application lasted for 11 weeks. In the research, worksheets based on the Predict-Observe-Explain POE strategy, a type of inquiry-based learning, were used in the study groups Science Laboratory Applications I course. Data collection instruments included an inquiry skills scale, scientific knowledge scale, conceptual change assessment form, semi-structured interview, and activity assessment form. While the content analysis was used for the analysis of qualitative data, the paired samples t-test was used for the analysis of quantitative data. The results showed that there was no statistically significant difference in the views of prospective teachers on scientific knowledge and their inquiry skills, while there was a significant difference between their conceptual changes. Implications are presented regarding the results of this research.

 This research aims to investigate the effects of inquiry practices with discrepant events on pre-service science teachers conceptual understanding, inquiry skills, and views on scientific knowledge. The study used a single group pre-test-post-test trial design. The participants of the study were comprised of third year science teacher candidates and the application lasted for 11 weeks. In the research, worksheets based on the Predict-Observe-Explain POE strategy, a type of inquiry-based learning, were used in the study groups Science Laboratory Applications I course. Data collection instruments included an inquiry skills scale, scientific knowledge scale, conceptual change assessment form, semi-structured interview, and activity assessment form. While the content analysis was used for the analysis of qualitative data, the paired samples t-test was used for the analysis of quantitative data. The results showed that there was no statistically significant difference in the views of prospective teachers on scientific knowledge and their inquiry skills, while there was a significant difference between their conceptual changes. Implications are presented regarding the results of this research.

 Bu araştırmada, şaşırtan deneyler discrepant events ile sorgulama uygulamalarının fen bilimleri öğretmen adaylarının kavramsal anlama, sorgulama becerileri ve bilimsel bilgiye yönelik görüşleri üzerine etkisi araştırılmıştır. Tek grup ön test-son test deneme modelinin benimsendiği bu araştırmanın çalışma grubunu 3. sınıf fen bilimleri öğretmen adayları oluşturmuş ve araştırma 11 hafta sürmüştür. Araştırmada, çalışma grubuna Fen Bilgisi Laboratuvar Uygulamaları I dersinde sorgulamaya dayalı öğretim yaklaşımından Tahmin-Gözle-Açıkla TGA tekniği temel alınarak hazırlanmış deney çalışma yaprakları kullanılmıştır. Veri toplama aracı olarak sorgulama becerileri ölçeği, bilimsel bilgiye yönelik görüş ölçeği, kavramsal değişim değerlendirme formu, yarı yapılandırılmış görüşme ve etkinlik değerlendirme formu uygulanmıştır. Nitel verilerin analizi için içerik analizi, nicel verilerin analizi için ise ilişkili gruplar t-testi kullanılmıştır. Veri analizinden elde edilen sonuçlara göre öğretmen adaylarının bilimsel bilgiye yönelik görüşlerinde ve sorgulama becerilerinde istatistiksel olarak anlamlı bir farklılık görülmezken, kavramsal değişimleri arasında anlamlı düzeyde bir farklılık olduğu sonucuna ulaşılmıştır. Bu sonuçlara dayanarak araştırmanın iki gruplu deneysel desende güdülenme motivasyon, ilgi düzeyi gibi duyuşsal değişkenler dahil edilip kontrollü olarak gerçekleştirilmesi önerilmektedir.

Makale detayları

The Effects of Inquiry Practices with “Discrepant Events” on Pre-Service Science Teachers’ Conceptual Understandings, Inquiry Skills, and Understanding of Scientific Knowledge

Yazarlar:

Şerifenur Doğan | Gül Ünal Çoban

Yayıncı:

Ankara University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi Vol.56 Issue 1, pp.334-412

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001281684

pISSN:

1301-3718

Discrepant events

inquiry

conceptual understanding

inquiry skills

views on scientific knowledge

Şaşırtan deneyler (discrepant events)

sorgulama

kavramsal anlama

sorgulama becerileri

Sayı

Makale detayları

Yazarlar: Şerifenur Doğan | Gül Ünal Çoban

Yayıncı: Ankara University

Ana Başlıklar: Alan Eğitimleri

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi Vol.56 Issue 1, pp.334-412

Belge Tipi: Makale

Yayın Tarihi: 3/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001281684

pISSN: 1301-3718

Sayı

Yazarlar:

Şerifenur Doğan | Gül Ünal Çoban

Yayıncı:

Ankara University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi Vol.56 Issue 1, pp.334-412

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001281684

pISSN:

1301-3718