The Effect of Process-Oriented Guided Inquiry Learning on Motivation and Logical Thinking Skills

Leman Alakoyun; Özgecan Taştan Kırık

Makale detayları

The Effect of Process-Oriented Guided Inquiry Learning on Motivation and Logical Thinking Skills

Yazarlar:

Leman Alakoyun | Özgecan Taştan Kırık

Yayıncı:

Pamukkale University

Ana Başlıklar:

Fen ve Matematik Alanları Eğitimi (Diğer)

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 59, pp.284-303

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297002

pISSN:

1301-0085

Anahtar kelimeler:

Özet:

 This study employed a non-equivalent control group design to investigate the effect of Process Oriented Guided Inquiry Learning POGIL on seventh grade students motivation and logical thinking skills in a science course. There were 55 students in total, 28 students in the control group and 27 students in the experimental group. A convenient sampling method was used to select the participants. The Pure Substances and Mixtures unit was taught to the students in the control group by using the ongoing teaching method with limited interaction while POGIL was implemented in the experimental group. Group Assessment of Logical Thinking GALT was administered to assess the participants logical thinking skills and the Motivation Scale of the Motivational Strategies Scale in Learning was used as the pre-test and post-test to assess their motivation for the science course. According to the results, the POGIL group had significantly higher motivation and logical thinking skills scores than the control group that used the ongoing teaching methods. Thus, it can be claimed that POGIL is an effective strategy to improve middle school students motivation and logical thinking skills for teaching the Pure Substances and Mixtures unit.

 This study employed a non-equivalent control group design to investigate the effect of Process Oriented Guided Inquiry Learning POGIL on seventh grade students motivation and logical thinking skills in a science course. There were 55 students in total, 28 students in the control group and 27 students in the experimental group. A convenient sampling method was used to select the participants. The Pure Substances and Mixtures unit was taught to the students in the control group by using the ongoing teaching method with limited interaction while POGIL was implemented in the experimental group. Group Assessment of Logical Thinking GALT was administered to assess the participants logical thinking skills and the Motivation Scale of the Motivational Strategies Scale in Learning was used as the pre-test and post-test to assess their motivation for the science course. According to the results, the POGIL group had significantly higher motivation and logical thinking skills scores than the control group that used the ongoing teaching methods. Thus, it can be claimed that POGIL is an effective strategy to improve middle school students motivation and logical thinking skills for teaching the Pure Substances and Mixtures unit.

 This study employed a non-equivalent control group design to investigate the effect of Process Oriented Guided Inquiry Learning POGIL on seventh grade students motivation and logical thinking skills in a science course. There were 55 students in total, 28 students in the control group and 27 students in the experimental group. A convenient sampling method was used to select the participants. The Pure Substances and Mixtures unit was taught to the students in the control group by using the ongoing teaching method with limited interaction while POGIL was implemented in the experimental group. Group Assessment of Logical Thinking GALT was administered to assess the participants logical thinking skills and the Motivation Scale of the Motivational Strategies Scale in Learning was used as the pre-test and post-test to assess their motivation for the science course. According to the results, the POGIL group had significantly higher motivation and logical thinking skills scores than the control group that used the ongoing teaching methods. Thus, it can be claimed that POGIL is an effective strategy to improve middle school students motivation and logical thinking skills for teaching the Pure Substances and Mixtures unit.

 Bu çalışmada yarı-deneysel desenlerden eşitlenmemiş kontrol gruplu desen kullanılarak, Süreç Odaklı Rehberli Sorgulamayla Öğrenmenin POGIL yedinci sınıf öğrencilerinin fen bilimleri dersindeki motivasyonlarına ve mantıksal düşünme becerilerine etkisi araştırılmıştır. Araştırmaya kontrol grubundan 28 ve deney grubundan 27 olmak üzere toplam 55 öğrenci katılmıştır. Katılımcılar uygun örnekleme yöntemi ile belirlenmiştir. Kontrol grubunda Saf Madde ve Karışımlar ünitesi, öğrenciler arası etkileşimin sınırlı olduğu süregelen öğretim yöntemi ile öğretilirken deney grubunda POGIL ile öğretilmiştir. Katılımcıların mantıksal düşünme becerilerini ölçmek için Mantıksal Düşünme Grup Testi ve fen bilimleri dersine yönelik motivasyonlarını ölçmede ise Öğrenmede Güdüsel Stratejiler Ölçeğinin Motivasyon Ölçeği ön test ve son test olarak uygulanmıştır. Bulgulara göre uygulamanın sonunda POGIL grubunun, süregelen öğretim yöntemlerinin uygulandığı gruba kıyasla motivasyon ve mantıksal düşünme becerisi puanları anlamlı düzeyde daha yüksektir. Sonuç olarak POGILin Saf Madde ve Karışımlar ünitesini öğretmede ortaokul öğrencilerinin motivasyon ve mantıksal düşünme becerilerini geliştiren etkili bir strateji olduğu söylenebilir.

Makale detayları

The Effect of Process-Oriented Guided Inquiry Learning on Motivation and Logical Thinking Skills

Yazarlar:

Leman Alakoyun | Özgecan Taştan Kırık

Yayıncı:

Pamukkale University

Ana Başlıklar:

Fen ve Matematik Alanları Eğitimi (Diğer)

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 59, pp.284-303

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297002

pISSN:

1301-0085

process oriented guided inquiry learning (POGIL)

particulate nature of matter

logical thinking skills

motivation

middle school studentssüreç odaklı rehberli sorgulamayla öğrenme (POGIL)

maddenin tanecikli yapısı

mantıksal düşünme becerileri

motivasyon

ortaokul öğrencileri

Sayı

Makale detayları

Yazarlar: Leman Alakoyun | Özgecan Taştan Kırık

Yayıncı: Pamukkale University

Ana Başlıklar: Fen ve Matematik Alanları Eğitimi (Diğer)

Dergi: Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 59, pp.284-303

Belge Tipi: Makale

Yayın Tarihi: 5/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001297002

pISSN: 1301-0085

Sayı

Yazarlar:

Leman Alakoyun | Özgecan Taştan Kırık

Yayıncı:

Pamukkale University

Ana Başlıklar:

Fen ve Matematik Alanları Eğitimi (Diğer)

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 59, pp.284-303

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297002

pISSN:

1301-0085