The Effect of Open and Confirmatory Questioning Based Learning Approaches on the Success of Prospective Teachers on Geometric Optics Subjects
Öz
The aim of this study is to examine the effects of the applications in the General Physics
Laboratory III (Geometric Optics Subjects) course on the academic achievement of prospective
science teachers according to open questioning and confirmatory questioning learning
approaches. In this context, a total of 44 pre-service teachers, 23 of whom were experimental and
21 of whom were in the control group, taking General Physics Laboratory III course in the
second year of Science Education Program in a public university in Ankara in the 2018-2019
academic year fall semester form the study group of the research. The research was conducted
within the framework of quasi-experimental design from quantitative research patterns. The data
were collected as pre-test before the application process started and as post-test after the
application process finished. SPSS 21 statistical analysis program was used to analyze the data.
Descriptive statistical techniques were used to determine the general distributions of prospective
teachers' responses to the test used in the study. The quasi-experimental design with pre-test and
post-test control group in which the effects of laboratory practices organized according to open questioning and confirmatory questioning-based learning approaches on the academic achievement of the prospective teachers were used. In the study, then, the achievement test posttest mean scores of the prospective teachers in the experimental and control groups were compared and a significant difference was found between the achievement test post-test mean scores in favor of the experimental group.
Anahtar Kelimeler
Open questioning, Confirmatory questioning, Geometric optics, Academic achievement
Kaynakça
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