The Effect of Inquiry-Based Learning Approach on Pre-Service Science Teachers’ Analytical Chemistry Learning

Abstract

The aim of the study was to seek the impact of inquiry-based learning instruction on pre-service science teachers’ academic achievement and knowledge of macroscopic, microscopic, and symbolic levels at analytical chemistry laboratory. Pre-test post-test control group as the type of quasi-experimental design was conducted. Convenience sampling method was used in this study. The experimental group consisted of 29 individuals (24 female, 5 male) and the control group consisted of 27 individuals (20 female, 7 male). The data was collected with Chemistry Achievement Test including 26 multiple-choice questions to evaluate basic chemistry knowledge related to physical-chemical changes, reaction types and separation methods, and knowledge in macroscopic, microscopic and symbolic levels of related chemistry topics. After treatments, participants treated with inquiry-based learning were more successful regarding academic achievement and knowledge of macroscopic level than the participants treated traditionally. However, there is no significant difference between groups in the knowledge of microscopic and symbolic levels.

Keywords

• Inquiry Based Learning,Analytical Chemistry Laboratory,Pre-Service Science Teachers

Araştırma-Sorgulama Temelli Öğrenme Yaklaşımının Fen Bilimleri Öğretmen Adaylarının Analitik Kimya Öğrenimine Etkisi

Abstract

Bu çalışmanın amacı, araştırma-sorgulama temelli öğrenme yaklaşımının analitik kimya laboratuvarında öğrenim gören fen bilimleri öğretmen adaylarının analitik kimya başarılarına ve kimyanın makroskobik, mikroskobik ve sembolik boyuttaki bilgi düzeylerine etkisini araştırmaktır. Çalışma, ön-test son-test kontrol gruplu yarı deneysel desen olarak tasarlanmıştır. Araştırmada uygun örnekleme yöntemi kullanılmıştır. Katılımcılar, deney grubu 29 (24 kadın, 5 erkek), kontrol grubu ise 27 (20 kadın, 7 erkek) olmak üzere iki gruba ayrılmıştır.  Bu araştırmada veri toplama aracı olarak öğretmen adaylarının fiziksel-kimyasal değişimler, kimyasal tepkime türleri ve ayırma yöntemleri konularıyla ilgili temel kimya bilgi düzeylerini ve ilgili kimya konularında makroskobik, mikroskobik ve sembolik boyuttaki bilgi düzeylerini ölçmek için beş seçenekli 26 maddelerden oluşan Kimya Başarı Testi kullanılmıştır. Uygulama sonrasında, araştırma-sorgulama temelli öğrenme yaklaşımıyla eğitim alan katılımcılarının analitik kimya başarıları ve kimyanın makroskobik boyuttaki bilgileri, geleneksel yönteme göre eğitim alan öğretmen adaylarınkinden daha yüksek olduğu görülmüştür. Bununla birlikte kimyanın mikroskobik ve sembolik boyuttaki bilgileri arasında istatistiksel olarak anlamlı bir fark görülmemiştir. 

Keywords

• Araştırma-Sorgulama Temelli Öğrenme,Analitik Kimya Laboratuvarı,Fen Bilimleri Öğretmen Adayları

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