Farklı Bilişsel Stildeki Fen Bilgisi Öğretmen Adaylarının Rehberli Sorgulamanın Uygulandığı Laboratuvar Uygulamalarına İlişkin Görüşleri

Öz

Bu araştırmada farklı bilişsel stildeki fen bilgisi öğretmen adaylarının rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarına ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu bir devlet üniversitesinde öğrenim gören altı fen bilgisi öğretmen adayı oluşturmaktadır. Bu araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Durum çalışması desenlerinden iç içe geçmiş tek durum deseninin kullanıldığı araştırmada öğretmen adayı görüşleri, uygulama sonrası yapılan odak grup görüşmesi ile belirlenmiştir. Farklı bilişsel stildeki öğretmen adaylarının rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarına ilişkin görüşlerine yönelik nitel veriler üzerinden içerik analizi yapılmıştır. Araştırma sonucunda öğretmen adayları yapılan uygulamanın açık uçlu doğada olmasının, bilimsel düşünme alışkanlığı geliştirmeleri, olayları farklı bakış açısı ile görebilmeleri, deneylerin motivasyon arttırıcı ve eğlenceli olmasına katkı sağladığı görüşündedirler. Adaylar aynı zamanda deneylerde tümdengelim yoluyla akıl yürütme döngüsünün kullanımının döngünün içeriksel ve yapısal özelliklerinden dolayı katkı sağladığını da belirtmişlerdir. Öğretmen adaylarının hem deneylerin açık uçlu olması hem de deneylerde tümdengelim yoluyla akıl yürütme döngüsünün kullanımının deney öncesi ön bilgileri kontrol etme sürecine olan ciddi katkısına vurgu yaptıkları görülmektedir. Araştırmada öğretmen adaylarının rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarına ilişkin görüşlerine ek olarak ilgili alan yazın doğrultusunda alan bağımlı / alan bağımsız bilişsel stiller açısından rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarının kullanımına ilişkin öneriler de sunulmuştur.

Anahtar Kelimeler

• alan bağımlı/alan bağımsız bilişsel stiller
• laboratuvar
• rehberli sorgulama
• tümdengelim yoluyla akıl yürütme.

The Views of Prospective Science Teachers with Different Cognitive Styles about Laboratory Practices Where Guided Inquiry Is Implemented

Öz

This study aimed to determine the views of prospective science teachers with different cognitive styles about laboratory practices that are based on the guided inquiry learning approach. The sample of the study consisted of six prospective science teachers enrolled in a state university. The case study method, which is a qualitative research method, was used in the study. Among case study designs, the embedded single-case design was used, and the views of the participants were determined after a focus group meeting held following the implementation. Content analysis was carried out on the qualitative data of the views of the participants about laboratory practices that were based on the guided inquiry learning approach. As a result of the study, pre-service teachers think that the open-ended nature of the experiments contributes to the development of scientific thinking habits, to see the events from a different perspective, and to the motivation and fun of the experiments. The participants also stated that the use of the hypothetico-deductive reasoning cycle in the experiments contributed to them due to the contextual and structural characteristics of the cycle. It was observed that the participants emphasized the significant contribution of both the open-ended nature of the experiments and the use of the hypothetico-deductive reasoning cycle in the experiments on the process of checking preliminary knowledge before the experiments. In addition to the students' views on guided inquiry learning approach-based laboratory practices in the study, suggestions were presented regarding the use of guided inquiry learning approach-based laboratory practices in terms of field dependent/field independent cognitive styles in line with the relevant literature.

Anahtar Kelimeler

• Field-dependent/field-independent cognitive styles
• laboratory
• guided inquiry
• hypothetico-deductive reasoning cycle

Kaynakça

1. Abalı Öztürk, Y., Bilgen, Z. ve Bilgen, S. (2017). Sorgulama becerileri ile kendi kendine öğrenme becerileri arasındaki ilişki: temel eğitim öğretmen adaylarına yönelik bir araştırma. Sinop Üniversitesi Sosyal Bilimler Dergisi, 1(2), 179-214. https://doi.org/10.30561/sinopusd.348238 adresinden 1.7.2020 tarihinde erişilmiştir.
2. Acarlı, D. S. ve Dervişoğlu, S. (2018). Biyoloji öğretmen adaylarının laboratuvarda rehberli sorgulamaya dayalı öğretime ilişkin görüşleri. Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi), 2(1), 22-34. https://doi.org/10.46328/seat.v2i1.9 adresinden 3.7.2020 tarihinde erişilmiştir.
3. Akpınar, E. ve Yıldız, E. (2006). Açık uçlu deney tekniğinin öğrencilerin laboratuvara yönelik tutumlarına etkisinin araştırılması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (20). https://dergipark.org.tr/tr/pub/deubefd/issue/25440/268431 adresinden 1.8.2021 tarihinde erişilmiştir.
4. Aldan Karademir, Ç. ve Saracaloğlu, A. S (2013). Sorgulama becerileri ölçeği’nin geliştirilmesi: geçerlik ve güvenirlik çalışması. Asya Öğretim Dergisi 1(2), 56-65. https://dergipark.org.tr/tr/pub/aji/issue/1536/18820 adresinden 6.7.2021 tarihinde erişilmiştir.
5. Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18. Retrieved June 5, 2021, from https://doi.org/10.1037/a0021017
6. Anderson, R. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12. Retrieved July 1, 2021, from DOI:10.1023/A:1015171124982
7. Bahar, M. (2003). The effect of instructional methods on the performance of the students having different cognitive styles. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 26-32. http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/900-published.pdf adresinden 31.7.2021 tarihinde erişilmiştir.
8. Banerjee, A. (2010). Teaching science using guided ınquiry as the central theme: a professional development model for high school science teachers. Science Educator, 19(2), 1-9. Retrieved September 1, 2021, from https://files.eric.ed.gov/fulltext/EJ906185.pdf

9. Bell, R. L., Smetana, L. K., & Binns, I. C. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–33. Retrieved October 2, 2021, from https://www.researchgate.net/publication/228665515_Simplifying_inquiry_instruction
10. Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science education, 94(4), 577-616. Retrieved October 2, 2021, from https://doi.org/10.1002/sce.20390
11. Bruder, R., & Prescott, A. (2013). Research evidence on the benefits of IBL. ZDM, 45(6), 811-822. Retrieved October 2, 2021, from DOI:10.1007/s11858-013-0542-2
12. Carolan, T. F., Hutchins, S. D., Wickens, C. D., & Cumming, J. M. (2014). Costs and benefits of more learner freedom: Meta-analyses of exploratory and learner control training methods. Human Factors, 56(5), 999–1014. Retrieved October 2, 2021, from doi:10.1177/0018720813517710
13. Cataloglu, E., & Ates, S. (2014). The effects of cognitive styles on naive impetus theory application degrees of pre-service science teachers. International Journal of Science and Mathematics Education, 12(4), 699-719. Retrieved October 3, 2021, from https://doi.org/10.1007/s10763-013-9430-z
14. Ceylan, E., Güzel-Yüce, S., & Koç, Y. (2019). Öğretmenlik yolunda fen öğretimi laboratuvar uygulamaları dersi: Bir durum çalışması. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 39, 22-47. Retrieved October 4, 2021, from doi: 10.33418/ataunikkefd.649293
15. Constantinou, C. P., Tsivitanidou, O. E., & Rybska, E. (2018). What is inquiry-based science teaching and learning?. In O. Tsivitanidou, P. Gray, E. Rybska, L. Louca, C. Constantinou(Eds.), Professional development for inquiry-based science teaching and learning (pp. 1-23). Springer, Cham.
16. Cronbach, L. J. & Snow, R. E. (1977). Aptitudes and instructional methods. New York, Irvington Press.
17. Danili, E., & N. Reid. (2004). Some strategies to improve performance in school chemistry based on two cognitive factors. Research in Science and Technological Education, 22, 203–223. Retrieved July 1, 2021, from http://dx.doi.org/10.1080/0263514042000290903
18. DeKeyser, R. (2012). Interactions between individual differences, treatments, and structures in SLA. Language Learning, 62, 189-200. Retrieved July 2, 2021, from https://doi.org/10.1111/j.1467-9922.2012.00712.x
19. Duran, L. B., McArthur, J., & Van-Hook, S. (2004). Undergraduate students’ perceptions of an inquiry-based physics course. Journal of Science Teacher Education 15(2), 155-171. Retrieved July 3, 2021, from https://doi.org/10.1023/B:JSTE.0000044865.64149.62
20. Dwyer, F. M., & Moore, D. M. (1992). Effect of color coding on visually and verbally oriented tests with students of different field dependence levels. Journal of Educational Technology Systems, 20(4), 311-320. Retrieved July 3, 2021, from https://doi.org/10.2190/T0EY-KF0H-0RTV-X5DG
21. Ellis, R. (2012). Language teaching research and language pedagogy. Chichester, UK: Wiley-Blackwell.
22. Evans, C., Richardson, J. T., & Waring, M. (2013). Field independence: Reviewing the evidence. British Journal of Educational Psychology, 83(2), 210–224. Retrieved July 3, 2021, from https://doi.org/10.1111/bjep.12015
23. Forbes, C. T. (2013). Curriculum-dependent and curriculum-independent factors in preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based science. Journal of Science Teacher Education, 24(1), 179-197. Retrieved July 4, 2021, from https://doi.org/10.1007/s10972-011-9245-0
24. Gangoli, S.G. & Gurumurthy, C. (1995). A study of the effectiveness of a guided open-ended approach to physics experiments. International Journal of Science Education, 17(2), 233-241. Retrieved July 1, 2021, from https://doi.org/10.1080/0950069950170207
25. Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: neglected aspects of research. Review of Educational Research, 52(2), 201-217. Retrieved July 2, 2021, from https://doi.org/10.3102/00346543052002201
26. Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: foundations for the twenty-first century. Science Education, 88(1), 28-54. Retrieved July 4, 2021, from https://doi.org/10.1002/sce.10106
27. Hutchins, K., L., & Friedrichsen, P. J. (2012). Science faculty belief systems in a professional development program: inquiry in college laboratories. Journal of Science Teacher Education, 23(8), 867-887. Retrieved July 1, 2021, from https://doi.org/10.1007/s10972-012-9294-z Idika, M. I. (2017). Influence of cognitive style and gender on secondary school students’ achievement in and attitude to chemistry. Advances in Social Sciences Research Journal, 4(1), 129-139. Retrieved July 31, 2020, from https://doi.org/10.14738/ASSRJ.41.2585
28. Ješková, Z., Lukáč, S., Hančová, M., Šnajder, Ľ., Guniš, J., Balogová, B., & Kireš, M. (2016). Efficacy of inquiry-based learning in mathematics, physics and informatics in relation to the development of students inquiry skills. Journal of Baltic Science Education, 15(5), 559-574. Retrieved July 11, 2020 DOI:10.33225/jbse/16.15.559
29. Johnstone, A. H., Sleet, R. J., & Vianna, J. F. (1994). An information processing model of learning: Its application to an undergraduate laboratory course in chemistry. Studies in Higher Education, 19(1), 77-87. Retrieved July 21, 2020 https://doi.org/10.1080/03075079412331382163
30. Jonassen, D. H., & Grabowski, B. (1993). Handbook of ındividual difference learning, and ınstruction. NJ: LEA, Hillsdale.
31. Kahyaoğlu, M. & Saraçoğlu, M. (2018). Ortaokul öğrencilerinin bilimsel sorgulama becerileri algılarının, merak, motivasyon ve tutum açısından incelenmesi. Journal of Computer and Education Research, 6 (12), 358-376. Retrieved July 1, 2021 DOI: 10.18009/jcer.472673
32. Kapici, H. O., & Akçay, H. (2018). Choices of pre-service science teachers laboratory environments: Hands-on or hands-off?. World Journal on Educational Technology: Current Issues, 10(1), 41-51. Retrieved July 1, 2021DOI: 10.18844/wjet.v10i1.3330
33. Kapucu, S. (2016). Guided Inquiry-based electricity experiments: Pre-service elementary science teachers’ difficulties. Journal of Education and Future, (10), 71-93. https://dergipark.org.tr/tr/pub/jef/issue/24512/259771 adresinden 3.7.2021tarihinde erişilmiştir.
34. Karaca, D. (2011). Yaparak yazarak bilim öğrenmenin (YYBÖ) Genel Fizik Laboratuvarı-I dersinde öğretmen adaylarının akademik başarılarına ve bilimsel süreç becerilerine etkisi. Yayımlanmamış yüksek lisans tezi, Mehmet Akif Ersoy Üniversitesi, Burdur.
35. Ketelhut, D. J., Nelson, B. C., Clarke, J., & Dede, C. (2010). A multi‐user virtual environment for building and assessing higher order inquiry skills in science. British Journal of Educational Technology, 41(1), 56-68. Retrieved July 2, 2021 doi:10.1111/j.1467-8535.2009.01036.x
36. Kim, M., & Tan, A. -L. (2011). Rethinking difficulties of teaching inquiry‐based practical work: stories from elementary pre‐service teachers, International Journal of Science Education, 33(4), 465-486. Retrieved July 21, 2020 https://doi.org/10.1080/09500691003639913
37. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. Retrieved July 1, 2021 https://doi.org/10.1207/s15326985ep4102_1
38. La Braca, F., & Kalman, C. S. (2021). Comparison of labatorials and traditional labs: The impacts of instructional scaffolding on the student experience and conceptual understanding. Physical Review Physics Education Research, 17(1), 010131. Retrieved July 1, 2021 from 10.1103/PhysRevPhysEducRes.17.010131
39. Lawson, A. E. (1995). Science teaching and development of thinking. Wadsworth/Thompson Learning.
40. Lazonder, A. W., & Harmsen, R. (2016). Meta-Analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718. . Retrieved July 11, 2021 from doi:10.3102/0034654315627366
41. Lee, O., Buxton, C., Lewis, S., & LeRoy, K. (2006). Science inquiry and student diversity: enhanced abilities and continuing difficulties after an instructional intervention. Journal of Research in Science Teaching, 43(7), 607-636. Retrieved July 11, 20120 from https://doi.org/10.1002/tea.20141
42. Liang, L. L., & Richardson, G. M. (2009). Enhancing prospective teachers’ science teaching efficacy beliefs through scaffolded, student-directed inquiry. Journal of Elementary Science Education, 21(1), 51-66. Retrieved June 1, 2020 from https://files.eric.ed.gov/fulltext/EJ849710.pdf
43. Llewellyn, D. (2002). Inquiry within: Implementing inquiry-based science standards. USA: Corwinn Pres, Inc. A Sage Publications Company.
44. Magee, P. A., & Flessner, R. (2012). Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses. Science Education International, 23(4), 353-365. Retrieved July 11, 2020 from https://files.eric.ed.gov/fulltext/EJ1001629.pdf
45. Margunayasa, I. G., Dantes, N., Marhaeni, A. A. I. N., & Suastra, I. W. (2019). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12(1), 737-750. Retrieved July 11, 2021 from https://eric.ed.gov/?id=EJ1201135
46. Matlen, B. J., & Klahr, D. (2013). Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? Instructional Science, 41(3), 621–634. Retrieved July 2, 2021 from DOI:10.1007/s11251-012-9248-z
47. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: John Wiley & Sons.
48. Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. Retrieved July 21, 2021 from doi.org/10.1002/tea.20347
49. Moozeh, K., Tihanyi, D., Farmer, J. L., & Evans, G. (2018, June 23-27). Work in progress: Development of web-based pre-laboratory modules to increase motivation and reduce cognitive load. [Paper/presentation]. ASEE Annual Conference & Exposition, Salt Lake City, Utah
50. Morris, S., Farran, E. K., & Dumontheil, I. (2019). Field Independence Associates with Mathematics and Science Performance in 5‐to 10‐Year‐Olds after Accounting for Domain‐General Factors. Mind, Brain, and Education. 13(4), 268-278. Retrieved July 1, 2020 from https://doi.org/10.1111/mbe.12214
51. Muştu, Ö.E., Kılıç, H.E. ve Şen, A.İ. (2018). Fen bilgisi öğretmenliği lisans öğrencilerinin açık uçlu deneylere ilişkin görüşleri: Deney günlükleri. Sakarya University Journal of Education, 8(3), 158-175. https://doi.org/10.19126/suje.396994 adresinden 1.7.2020 tarihinde erişilmiştir.
52. Nowicki, B. L., Sullivan-Watts, B., Shim, M. K., Young, B., Pockalny, R. (2013). Factors influencing science content accuracy in elementary inquiry science lessons. Research in Science Education, 43(3), 1135-1154. Retrieved June 11, 2021 from DOI 10.1007/s11165-012-9303-4
53. NRC (National Research Council) (1996). National science education standards. Washington, DC: The National Academies Press. Retrieved October 15, 2020, from, https://www.nap.edu/catalog/4962/national-science-education-standards
54. Özarslan, M., & Bilgin, İ. (2016). Öğrencilerin alan bağimli/bağimsiz bilişsel stillerinin ve bilimsel düşünme yeteneklerinin maddenin doğasi kavramlarini anlamalarına ve fen dersine yönelik tutumlarina etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(33), 94-110. https://dergipark.org.tr/tr/pub/mkusbed/issue/19579/208938 adresinden 11.7.2021 tarihinde erişilmiştir.
55. Pedaste, M., & Sarapuu, T. (2014). Design principles for support in developing students’ transformative inquiry skills in Web-based learning environments. Interactive Learning Environments, 22(3), 309-325. Retrieved June 11, 2021 from DOI: 10.1080/10494820.2011.654346
56. Pilitsis, V., & Duncan, R. G. (2012). Changes in belief orientations of preservice teachers and their relation to inquiry activities. Journal of Science Teacher Education, 23(8), 909-936. Retrieved June 11, 2021 from DOI:10.1007/s10972-012-9303-2
57. Pillay, H. K. (1994). Cognitive load and mental rotation: structuring orthographic projection for learning and problem solving. Instructional Science, 22(2), 91–113. Retrieved June 11, 2021 from DOI: https://link.springer.com/content/pdf/10.1007/BF00892159.pdf
58. Pogacnik, L., & Cigic, B. (2006). How to motivate students to study before they enter the lab. Journal of Chemical Education, 83(7), 1094. Retrieved June 11, 2021 from https://doi.org/10.1021/ed083p1094
59. Reid, N., & Shah, I. (2007). The role of laboratory work in university chemistry. Chemistry Education Research and Practice, 8(2), 172-185. Retrieved June 11, 2021 from DOI https://doi.org/10.1039/B5RP90026C
60. Riding, R. J. & Rayner, S. (1998). Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behaviour. London, David Fulton Publishers.
61. Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground – A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161–197. Retrieved June 11, 2021 from https://doi.org/10.1080/03057267.2016.1206351
62. Sahin, F., & Ates, S. (2020). Examination of the relationship between seventh-grade students’scientific literacy among certain cognitive variables. Education and Science, 45(203). 63-90. Retrieved July 14, 2021 from http://dx.doi.org/10.15390/EB.2020.8552
63. Saracho, O. N. (1997). Teachers' and students' cognitive styles in early childhood education. London: Bergin & Garvey.
64. Steinberg, R., Wyner, Y., Borman, G., & Salame, I. I. (2015). Targeted courses in inquiry science for future elementary school teachers. Journal of College Science Teaching, 44(6), 51-56. Retrieved July 14, 2021 from https://www.jstor.org/stable/43631997
65. Terrell S.T., (2002, April 1-5). The use of cognitive style as a predictor of membership in middle and High School Programs for the academically gifted [Paper presentation]. American Educational Research Association Annual Meeting, New Orleans, Louisiana.
66. Tinajero, C., & Paramo F.M. (1998), Field dependence-independence cognitive style and academic achievement: a review of research and theory, European Journal of Psychology of Education, 13, 227-251. Retrieved July 14, 2021 from https://doi.org/10.1007/BF03173091
67. Tobias, S. (2010). The expert reversal effect and aptitude treatment interaction research. Instructional Science, 38, 309-312. Retrieved July 14, 2021 from https://doi.org/10.1007/s11251-009-9103-z
68. Tsai, C., - C. (2003). Taiwanese science students' and teachers' perceptions of the laboratory learning environments: exploring epistemological gaps. International Journal of Science Education, 25(7), 847-860. Retrieved July 14, 2021 from https://doi.org/10.1080/09500690305031
69. Tsaparlis, G., & Angelopoulos, V. (2000). A model of problem solving: Its operation, validity, and usefulness in the case of organic synthesis problems. Science Education, 84, 131–53. Retrieved July 14, 2021 from https://doi.org/10.1002/(SICI)1098-237X(200003)84:2<131::AID-SCE1>3.0.CO;2-4
70. Valls-Bautista, C., Solé-LLussà, A., & Casanoves, M. (2021). Pre-service teachers' acquisition of scientific knowledge and scientific skills through inquiry-based laboratory activity. Higher Education, Skills and Work-Based Learning 11(5), 1160-1179. Retrieved December 14, 2021 from DOI 10.1108/HESWBL-07-2020-0161
71. Vekli, G. S. (2018). Sınıf Öğretmeni Adaylarının Bilimsel Süreç Becerilerine Dayalı Deney Tasarlama ve Uygulama Becerilerinin İncelenmesi. Sakarya University Journal of Education, 8(3), 128-141. Retrieved December 14, 2021 from DOI:10.19126/suje.411723
72. Witkin, H. A., & Goodenough, D. R. (1981). Cognitive styles: Essence and origins. New York: International Universities.
73. Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research4, 7(1), 1-64. December 14, 2021, 2017 from DOI: 10.1002/j.2333-8504.1975.tb01065.x.
74. Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). A manual for the embedded figures test. Consulting Psychologists.
75. Wu, H. K., & Hsieh, C. E. (2006). Developing sixth graders’ inquiry skills to construct explanations in inquiry‐based learning environments. International journal of science education, 28(11), 1289-1313. Retrieved December 14, 2021 from DOI: 10.1080/09500690600621035
76. Yıldırım, A. ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi.
77. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
78. Yulianti, E., Mustikasari, V. R., Hamimi, E., Rahman, N. F. A., & Nurjanah, L. F. (2020). Experimental evidence of enhancing scientific reasoning through guided inquiry model approach. In AIP Conference Proceedings (Vol. 2215, No. 1, p. 050016). AIP Publishing LLC.