The Effects of Reflective Inquiry Based Activities’ on Preservice Science Teachers’ Biology Laboratory Concerns and Critical Thinking Dispositions

Fatma ŞAHİN; Seda USTA GEZER

Makale detayları

The Effects of Reflective Inquiry Based Activities’ on Preservice Science Teachers’ Biology Laboratory Concerns and Critical Thinking Dispositions

Yazarlar:

Fatma ŞAHİN | Seda USTA GEZER

Yayıncı:

Sakarya University

Dergi:

Sakarya University Journal of Education Faculty 2014 Vol.0 Issue 27, pp.25-50

Belge Tipi:

Makale

Yayın Tarihi:

5/2014

Belge Dili:

Türkçe

Document ID (Org No.):

2000554197

Sıklık:

İki Yıllık

eISSN:

2717-6401

pISSN:

1303-0310

Özet:

 


This study aims to investigate the effects of Reflective Inquiry Based General BiologyLaboratory activities’ on science teachers' concerns and critical thinking dispositions. Itwas conducted in the spring semester of 2010‐2011 academic year, a state universityin Istanbul Faculty of Education Science Teaching Program with second‐grade students.The study group was consisted of a total of 66 teachers which 36 of them controlgroup and 30 of them the experimental group. The study was carried out byresearchers at General Biology II Laboratory Course, for "Photosynthesis," Respiration"and" Germination "issues to be 2 hours per week by reflective inquiry approach to theexperimental group and by traditional approach to.the control group. A significantincrease found in critical thinking dispositions of experimental group preservicescience teachers. The biology laboratory concerns didn’t effected neither by reflectiveinquiry nor by traditional approach.

.

 

   This  study  aims  to  investigate  the  effects  of  Reflective  Inquiry  Based  General  Biology Laboratory activities’ on science teachers' concerns and critical thinking dispositions. It was conducted in the spring semester of 2010‐2011 academic year, a state university in Istanbul Faculty of Education Science Teaching Program with second‐grade students. The  study  group  was    consisted  of  a  total  of  66  teachers  which  36  of  them  control group  and  30  of  them  the  experimental  group.  The  study  was  carried  out  by researchers at General Biology II Laboratory Course, for "Photosynthesis," Respiration "and" Germination "issues to be 2 hours per week by reflective inquiry approach to the experimental  group  and  by  traditional  approach  to.the  control  group.  A  significant increase  found  in  critical  thinking  dispositions  of  experimental  group  preservice science teachers. The biology laboratory concerns didn’t effected neither by reflective inquiry nor by traditional approach. Key Words: Reflective Inquiry; 5E Model; Science Teacher Education; General Biology Laboratory; Inquiry Types.             Extended    Purpose Reflective  inquiry  is  defined  as  an  inquiry  type  where  both  inquiry strategies  and  reflection  activities  are  carried  out  together  (Loh,  Reiser, Radinsky,  Edelson,  Gomez  and  Marshall,  2001).  The  studies  about  reflective inquiry approach in science related studies were concentrated in the areas of understanding  the  nature  of  science  (Khishfe  and  Khalick,  2002)  and technology‐supported  learning  education  impacts  on  reflective  inquiry approach (Loh, Radinsky, Reiser, Edelson and Gomez, 1998; Kyza, Golan, Reiser and  Edelson,  2002).  In  the  literature,  it  has  not  been  reached  to  any  studies which investigates reflective inquiry‐approach in General Biology Laboratory. The problem statement of this study, "Is there any effect of reflective Inquiry‐Based  General  Biology  Laboratory  activities’  on  preservice  science  teachers’ biology laboratory concerns and critical thinking dispositions? Method This study was designed  as an experimental  model which  is a type of quantitative  research  models.  The  design  of  the  study  was  pretest  ‐  posttest control  group  quasi‐experimental  design.  In  the  study  quantitative  data collection tools were used. The study was conducted in 2010‐2011 academical year  with  a  public  university’s  education  faculty’s  science  education department  2nd   year  students.  66  preservice  science  teachers  were  the  study group.  Control  and  experimental  groups  were  created  among  these  students by  randomly  assigning.The  study  was  carried  out  by  researchers  at  General Biology  II  Laboratory  Course,  for  "Photosynthesis,"  Respiration  "and" Germination "issues to be 2 hours per week by reflective inquiry approach to the experimental group and by traditional approach to the control group. In  this  study,  "Chemistry  Laboratory  Concern  Questionnaire"  which was adapted by Azizoğlu and Uzuntiryaki (2006) adjusted to biology course and used  as  one  data  collection  tool  to  investigate  preservice  science teachers’biology  laboratory  concerns.  The  other  data  collection  tool  “Critical Thinking Disposition Inventory” was adapted by Kökdemir (2003) and used to investigate  the  preservice  science  teachers’  critical  thinking  dispositions. Reflective inquiry approach applied to the experimental group. 5E Model was enriched  with  reflection  activities  in  the  application.  Students  worked  in groups and different inquiry types were used as inquiry models to practice 5E Model. Results There  was  any  significant  difference  at  p  =  .05  level  found  between experimental and control groups pre and posttest biology laboratory concern scale  scores.  Also  neither  experimental  nor  control  groups’  own  biology laboratory  concern  scale  pre  and  posttests  didn’t  show  any  significant difference.  This  finding  show  that  there  wasn’t  any  statistically  significant difference  between  these  two  groups’  biology  laboratory  concerns  after  the application.  There  was  found  a  statistically  significant  difference  at  p  =  .05  level between experimental groups’ Critical Thinking Disposition Inventory pre and posttest scores. Control group pre and posttest scores didn’t show significant difference.  Experimental  and  control  group  posttest  scores  show  significant difference  at  p  =  .05  level.  This  finding  show  reflective  inquiry  based  general biology  laboratory  course  affects  preservice  science  teachers’  critical  thinking dispositions positively. Discussion In  the  application,  experimental  group  students  had  guidance  for finding their own experiment materials. They didn’t get any information about how  to  use  them.  Therefore  they  asked  questions  when  they  had  problems and  they  figured  out  how  to  create  their  experiments.  They  tried  to  work  by scientific  method  at  the  same  time  they  were  trying  to  find  the  correct materials  for  their  experiments.  This  might  causetohave  laboratory  concern. They  might  worry  about  to  do  academically  right  while  working  by  using scientific process skills.  This  could  be  the  reason  why  there  was  no  significant  difference between control and experimental group students’ biology laboratory concern scale  scores.  While  experimental  group  was  trying  to  do  reflective  inquiry  by limited guidance, control group got all directions and all experiment materials by the guidance of laboratory manual. This could give them comfort but at the same  time  this  might  cause  limited  practice  and  limited  understanding  of scientific  method.  Although  laboratories  have  important  role  in  science education,  studies  show  that  students  can’t  make  the  simple  relations between  their  knowledge  and  laboratory  activities  (Hofstein  ve  Mamlok Naaman, 2007). Kirschner, Sweller and Clark (2006) points out if the students don’t have strong prior knowledge, constructivist education environments and limited  guidance  can’t  help  students  to  learn  meaningful.  Our  finding  show students’  concerns  about  biology  laboratory  were  continuing  after  reflective .

Makale detayları

The Effects of Reflective Inquiry Based Activities’ on Preservice Science Teachers’ Biology Laboratory Concerns and Critical Thinking Dispositions

Yazarlar: Fatma ŞAHİN | Seda USTA GEZER

Yayıncı: Sakarya University

Dergi: Sakarya University Journal of Education Faculty 2014 Vol.0 Issue 27, pp.25-50

Belge Tipi: Makale

Yayın Tarihi: 5/2014

Belge Dili: Türkçe

Document ID (Org No.): 2000554197

Sıklık: İki Yıllık

eISSN: 2717-6401

pISSN: 1303-0310

Sayı

Yazarlar:

Fatma ŞAHİN | Seda USTA GEZER

Yayıncı:

Sakarya University

Dergi:

Sakarya University Journal of Education Faculty 2014 Vol.0 Issue 27, pp.25-50

Belge Tipi:

Makale

Yayın Tarihi:

5/2014

Belge Dili:

Türkçe

Document ID (Org No.):

2000554197

Sıklık:

İki Yıllık

eISSN:

2717-6401

pISSN:

1303-0310