Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings

Işık Saliha Karal Eyüboğlu; Ayşegül Sağlam Arslan

Makale detayları

Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings

Yazarlar:

Işık Saliha Karal Eyüboğlu | Ayşegül Sağlam Arslan

Yayıncı:

Ataturk University

Ana Başlıklar:

Science Education

Dergi:

Educational Academic Research Issue 54, pp.89-104

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001328264

pISSN:

2822-3535

Anahtar kelimeler:

Özet:

 The purpose of this study was to interrogate the effectiveness of open guided inquiry laboratory approach on prospective science teachers procedural and conceptual understanding of direct current circuits. The study was realized during the first year of teacher training program with participation of eight prospective science teachers PST. Laboratory reports and observations notes were used as data collection instruments. The analysis, based on two fold effectiveness model considers what students do and achieve compared to what their teacher intended them to do and achieve. Inquiry based lab instruction was seen to be effective for nearly all PSTs in contributing to procedural understanding and conceptual understanding of a single loop circuit but not especially of a two-loop circuit containing resistors in parallel. It seems that activities in the domains of procedural and conceptual were improved depending on each other. Unavoidable scaffolding such as supplying experimental hardware and giving some hints by the lecturer during lab work contributed with varying amounts to the flow of activities and to learning outcomes from PSTs.

 The purpose of this study was to interrogate the effectiveness of open guided inquiry laboratory approach on prospective science teachers procedural and conceptual understanding of direct current circuits. The study was realized during the first year of teacher training program with participation of eight prospective science teachers PST. Laboratory reports and observations notes were used as data collection instruments. The analysis, based on two fold effectiveness model considers what students do and achieve compared to what their teacher intended them to do and achieve. Inquiry based lab instruction was seen to be effective for nearly all PSTs in contributing to procedural understanding and conceptual understanding of a single loop circuit but not especially of a two-loop circuit containing resistors in parallel. It seems that activities in the domains of procedural and conceptual were improved depending on each other. Unavoidable scaffolding such as supplying experimental hardware and giving some hints by the lecturer during lab work contributed with varying amounts to the flow of activities and to learning outcomes from PSTs.

 The purpose of this study was to interrogate the effectiveness of open guided inquiry laboratory approach on prospective science teachers procedural and conceptual understanding of direct current circuits. The study was realized during the first year of teacher training program with participation of eight prospective science teachers PST. Laboratory reports and observations notes were used as data collection instruments. The analysis, based on two fold effectiveness model considers what students do and achieve compared to what their teacher intended them to do and achieve. Inquiry based lab instruction was seen to be effective for nearly all PSTs in contributing to procedural understanding and conceptual understanding of a single loop circuit but not especially of a two-loop circuit containing resistors in parallel. It seems that activities in the domains of procedural and conceptual were improved depending on each other. Unavoidable scaffolding such as supplying experimental hardware and giving some hints by the lecturer during lab work contributed with varying amounts to the flow of activities and to learning outcomes from PSTs.

 Bu çalışmanın amacı, doğru akım devreleri konusunda yürütülen açık rehberli sorgulama laboratuvar yaklaşımının fen bilgisi öğretmen adaylarının işlemsel ve kavramsal anlamaları üzerindeki etkilerini incelemektir. Çalışma, öğretmen yetiştirme programının 1.sınıfında öğrenim gören sekiz fen bilgisi öğretmen adayının katılımıyla gerçekleştirilmiştir. Veri toplama aracı olarak laboratuvar raporları ve gözlem notları kullanılmıştır. Toplanan veriler çift yönlü etkililik modeli kullanılarak adayların konuyla ilgili ulaştığı kazanımlar ile öğretim elemanının hedeflediği kazanımlar karşılaştırmalı olarak analiz edilmiştir. Sorgulamaya dayalı laboratuvar yaklaşımının öğretmen adaylarının hedeflenen kazanımlara ulaşmalarında seri bağlı devrelerde paralel bağlı devrelere göre daha etkili olduğunu göstermiştir. İşlemsel ve kavramsal alanlarındaki etkinliklerin birbirine bağlı olarak geliştiği görülmüştür. Laboratuvar çalışmaları sırasında sağlanan destek ve rehberliğin etkinliklerin yürütülmesine ve öğretmen adaylarının öğrenme süreçlerine değişen derecelerde katkıda bulunduğu gözlenmiştir.

Makale detayları

Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings

Yazarlar:

Işık Saliha Karal Eyüboğlu | Ayşegül Sağlam Arslan

Yayıncı:

Ataturk University

Ana Başlıklar:

Science Education

Dergi:

Educational Academic Research Issue 54, pp.89-104

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001328264

pISSN:

2822-3535

effectiveness

guided inquiry

direct current

circuit

prospective science teacheretkililik

rehberli sorgulama

doğru akım

devre

öğretmen adayı

Sayı

Makale detayları

Yazarlar: Işık Saliha Karal Eyüboğlu | Ayşegül Sağlam Arslan

Yayıncı: Ataturk University

Ana Başlıklar: Science Education

Dergi: Educational Academic Research Issue 54, pp.89-104

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001328264

pISSN: 2822-3535

Sayı

Yazarlar:

Işık Saliha Karal Eyüboğlu | Ayşegül Sağlam Arslan

Yayıncı:

Ataturk University

Ana Başlıklar:

Science Education

Dergi:

Educational Academic Research Issue 54, pp.89-104

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001328264

pISSN:

2822-3535