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

Işık Saliha Karal Eyüboğlu; Ayşegül Sağlam Arslan

doi:10.33418/education.1458760

TR EN

Rehberli Sorgulamaya Dayalı Öğretimin Fen Bilgisi Öğretmen Adaylarının İşlemsel ve Kavramsal Anlamalarına Etkisi

Abstract

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.

Keywords

etkililik, rehberli sorgulama, doğru akım, devre, öğretmen adayı

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

Abstract

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.

Keywords

effectiveness, guided inquiry, direct current, circuit, prospective science teacher

Supporting Institution

Giresun Üniversitesi

Project Number

EĞT-BAP-A-270220-02

Ethical Statement

Giresun Üniversitesi Sosyal Bilimler Fen ve Mühendislik Bilimleri Araştırmaları Etik Kuruluna sunulan 'Araştırma-sorgulamaya Dayalı Yürütülen Laboratuvar Çalışmalarının " Öğretmen Adaylarının Basit Elektrik Devreleri İle İlgili Belirli Öğrenme Amaçlarına Ulaşmalarındaki Etkinliği" başlıklı çalışma 27 Nisan 2022 tarih ve 21/03 sayılı Etik Kurulunca değerlendirilmiş olup; etik açıdan uygun bulunmuştur.

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Details

Primary Language

English

Subjects

Science Education

Journal Section

Research Article

Authors

Işık Saliha Karal Eyüboğlu ^*
0000-0002-6966-9947
Türkiye

Ayşegül Sağlam Arslan
0000-0001-8340-2205
Türkiye

Early Pub Date

September 26, 2024

Publication Date

September 26, 2024

Submission Date

March 26, 2024

Acceptance Date

July 4, 2024

Published in Issue

Year 2024 Number: 54

DOI

https://doi.org/10.33418/education.1458760

IZ

https://izlik.org/JA47YB72CB

APA

Karal Eyüboğlu, I. S., & Sağlam Arslan, A. (2024). Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings. Educational Academic Research, 54, 89-104. https://doi.org/10.33418/education.1458760

AMA

1.Karal Eyüboğlu IS, Sağlam Arslan A. Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings. Educational Academic Research. 2024;(54):89-104. doi:10.33418/education.1458760

Chicago

Karal Eyüboğlu, Işık Saliha, and Ayşegül Sağlam Arslan. 2024. “Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings”. Educational Academic Research, nos. 54: 89-104. https://doi.org/10.33418/education.1458760.

EndNote

Karal Eyüboğlu IS, Sağlam Arslan A (September 1, 2024) Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings. Educational Academic Research 54 89–104.

IEEE

[1]I. S. Karal Eyüboğlu and A. Sağlam Arslan, “Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings”, Educational Academic Research, no. 54, pp. 89–104, Sept. 2024, doi: 10.33418/education.1458760.

ISNAD

Karal Eyüboğlu, Işık Saliha - Sağlam Arslan, Ayşegül. “Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings”. Educational Academic Research. 54 (September 1, 2024): 89-104. https://doi.org/10.33418/education.1458760.

JAMA

1.Karal Eyüboğlu IS, Sağlam Arslan A. Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings. Educational Academic Research. 2024;:89–104.

MLA

Karal Eyüboğlu, Işık Saliha, and Ayşegül Sağlam Arslan. “Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings”. Educational Academic Research, no. 54, Sept. 2024, pp. 89-104, doi:10.33418/education.1458760.

Vancouver

1.Işık Saliha Karal Eyüboğlu, Ayşegül Sağlam Arslan. Effectiveness of Guided Inquiry Based Laboratory Instruction on Prospective Science Teachers’ Procedural and Conceptual Understandings. Educational Academic Research. 2024 Sep. 1;(54):89-104. doi:10.33418/education.1458760

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29929

Rehberli Sorgulamaya Dayalı Öğretimin Fen Bilgisi Öğretmen Adaylarının İşlemsel ve Kavramsal Anlamalarına Etkisi

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Keywords

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

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