TY  - JOUR
T1  - Effect of Technology-Integrated Inquiry Based Learning Approach on Middle-School Students’ Conceptual Understanding of Lunar Eclipse
AU  - Sarıoglan, Ayberk Bostan
AU  - Uysal, Melike Gulsum
PY  - 2019
DA  - September
JF  - The Eurasia Proceedings of Educational and Social Sciences
JO  - EPESS
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2587-1730
SP  - 27
EP  - 33
VL  - 14
LA  - en
AB  - Theaim of this study is to investigate the effects of technology-integratedinquiry based learning method and learning method that is based on thecurriculum of science on the conceptual understanding shifts among students. Inthe research mixed explanatory model was harnessed. Sampling of the researchconsisted of 6th graders in a state middle-school. 33 students in one sectionconstituted the test group whilst 29 students in a different section formed thecontrol group. Members of test and control group were randomly assigned. Test-group students were taught in line with the learning method based on technology-integratedinquiry whereas control-group students received inquiry-based method as per theeffective curriculum. In line with the aim of this research, “Conceptual UnderstandingTest” was administered to students as pretest and posttest before and after thelearning process. In addition, a semi-structured interview was implemented among9 students from each of the 2 groups. In the selection of students for thisinterview, their science grade from the previous year was examined. In theconceptual understanding test that was prepared as our data collection tool, 5open-ended questions to measure 3 of the program acquisitions were included. Thesaid questions entailed acquisitions on “the student can predict how lunar eclipse is formed”, “the student is informedabout what phase the moon is in during lunar eclipse” and “the student is informedabout the fact that lunar eclipse is not a regular phenomenon for each month”. 5-categorygrading key was utilized for the analysis. These categories comprised of “exactlytrue”, “partially true”, “scientifically invalid answer”, “non-codable” and “noanswer” options. In the analysis of data, total score was computed by giving 4points to “exactly true” category, 3 points to “partially true” category, 2points to “scientifically invalid answer” category, 1 point to “non-codable” categoryand 0 point to “no answer” category. In the analysis of data, t-test for unrelatedmeasurements was harnessed. Based on the answers obtained from data analysis itwas evident that not a significant difference existed between technology-integratedinquiry based learning of lunar eclipse concept and inquiry-based learning thatfollowed the curriculum format.
KW  - Technology integrated inquiry-based learning
KW  - Lunar eclipse
KW  - 6th grade Students
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UR  - https://dergipark.org.tr/en/pub/epess/article/622788
L1  - https://dergipark.org.tr/en/download/article-file/812546
ER  -