Effect of Technology-Integrated Inquiry Based Learning Approach on Middle-School Students’ Conceptual Understanding of Lunar Eclipse

Yıl 2019, Cilt: 14 , 27 - 33, 20.09.2019

Ayberk Bostan Sarıoglan Melike Gulsum Uysal

Öz

The
aim of this study is to investigate the effects of technology-integrated
inquiry based learning method and learning method that is based on the
curriculum of science on the conceptual understanding shifts among students. In
the research mixed explanatory model was harnessed. Sampling of the research
consisted of 6th graders in a state middle-school. 33 students in one section
constituted the test group whilst 29 students in a different section formed the
control group. Members of test and control group were randomly assigned. Test-
group students were taught in line with the learning method based on technology-integrated
inquiry whereas control-group students received inquiry-based method as per the
effective curriculum. In line with the aim of this research, “Conceptual Understanding
Test” was administered to students as pretest and posttest before and after the
learning process. In addition, a semi-structured interview was implemented among
9 students from each of the 2 groups. In the selection of students for this
interview, their science grade from the previous year was examined. In the
conceptual understanding test that was prepared as our data collection tool, 5
open-ended questions to measure 3 of the program acquisitions were included. The
said questions entailed acquisitions on “the student can predict how lunar eclipse is formed”, “the student is informed
about what phase the moon is in during lunar eclipse” and “the student is informed
about the fact that lunar eclipse is not a regular phenomenon for each month”. 5-category
grading key was utilized for the analysis. These categories comprised of “exactly
true”, “partially true”, “scientifically invalid answer”, “non-codable” and “no
answer” options. In the analysis of data, total score was computed by giving 4
points to “exactly true” category, 3 points to “partially true” category, 2
points to “scientifically invalid answer” category, 1 point to “non-codable” category
and 0 point to “no answer” category. In the analysis of data, t-test for unrelated
measurements was harnessed. Based on the answers obtained from data analysis it
was evident that not a significant difference existed between technology-integrated
inquiry based learning of lunar eclipse concept and inquiry-based learning that
followed the curriculum format.

Anahtar Kelimeler

Technology integrated inquiry-based learning, Lunar eclipse, 6th grade Students

Kaynakça

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