Yıl 2020, Cilt 7 , Sayı 1, Sayfalar 201 - 219 2020-02-19

Investigating the Effects of Web-Based Science Material for Guided Inquiry Approach on Information and Communication Skills of Students

Ümmühan ORMANCI [1] , Salih ÇEPNİ [2]


In parallel with the development of technology and increase in knowledge, learning-teaching environments have changed, and an understanding has taken into basis that students are active and responsible for their own learning. In accordance with this situation, inquiry-based learning approach and technology integration have come to an important point in science curricula in our country. In the study, it was aimed to investigate the effectiveness of web-based science material developed on the guided inquiry approach on students' information and communication skills. In the current study, embedded design was selected amongst mixed methods. First, web-based material was developed compatible with the guided inquiry approach for the systems in our body unit at sixth grade. Then, the developed material was applied during eight weeks by three teachers in three different classes and its effectiveness was examined. A total of 155 sixth grade students, 71 of whom were in the experimental group and 84 in the control group, participated in the study. In the study; “Information and Communication Skills Perception Scale” was used as a quantitative data collection tool and an observation form was used as the qualitative data collection tool. As a result of the study; although there was an increase in the information and communication skills perception scores of the students in the experimental group in which the web-based science material was applied according to the guided inquiry approach, it was understood that this difference was not significant [t(70)=-3.76, p>.05]. Even though there is an increase in information and communication skills, it is thought that this increase is not significant in terms of the students' perceptions of information and communication skills as these students were born into the technology age, developed high perception towards information and communication skills through their own tablets, computers, phones and other similar medium.
Inquiry, information and communication skills, web-based, science material
  • ACT21S (2018). Assessment and teaching of 21st century skills. It is obtained on 26.03.2018 at http://www.atc21s.org/.
  • Agrusti, G. (2013). Inquiry-based learning in science education. Why e-learning can make a difference. Journal of e-Learning and Knowledge Society, 9(2), 17-26.
  • Aktaş, I., Gökoğlu, S., Turgut, Y. E., & Karal, H. (2014). Teachers’ opinions about FATIH project: awareness, foresight and expectations [Öğretmenlerin FATİH projesine yönelik görüşleri: Farkındalık, öngörü ve beklentiler]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(1), 257-286.
  • Akyüz, H. İ., Pektaş, M., Kurnaz, M. A., & Memiş, E. K. (2014). The effect of smart board centered micro-teaching activities on science teachers' technological pedagogical content knowledge (tpack) and their perceptions towards using smart board [Akıllı tahta kullanımlı mikro öğretim uygulamalarının fen bilgisi öğretmen adaylarının TBAP’larına ve akıllı tahta kullanıma yönelik algılarına etkisi]. Cumhuriyet International Journal of Education, 3(1), 1-14.
  • Aladejana, A. (2007). The implications of ICT and NKS for science teaching: Whither Nigeria. Complex Systems, 17, 113–124.
  • Applebaum, L. R., Vitale, J. M., Gerard, E., & Linn, M. C. (2017). Comparing design constraints to support learning in technology-guided ınquiry projects. Journal of Educational Technology & Society, 20(4), 179-190.
  • Amedeker, M., & Yidana, I. (2010, June). Science teacher trainees' perceptions about their information and communication technology skills in the university of education, Winneba, Ghana. EdMedia: World Conference on Educational Media and Technology, Toronto, Canada.
  • Avsec, S., & Kocijancic, S. (2016). A path model of effective technology-intensive inquiry-based learning. Journal of Educational Technology & Society, 19(1), 308-320.
  • Baldwin, M. J. (2012). The comparative effects of a computer-based interactive simulation during structured, guided, and student-directed inquiry on students’ mental models of the day/night cycle. Doctoral dissertation, Texas A&M University, Texas.
  • Birbir, Y., & Kanburoğlu, V. (2018). A web aided education model that can be used in power electronics course. Engineering Science and Technology, an International Journal, 21, 17–23.
  • Brayshaw, M., & Gordon, N. (2008). Inquiry based learning in computer science: A natural approach to learning. 3rd Learning Through Inquiry Alliance (LTEA) Conference: ‘Inquiry in a Networked World’, United Kingdom.
  • Chu, S. K. W., Tavares, N. J., Chu, D., Ho, S. Y., Chow, K., Siu, F. L. C., & Wong, M. (2012). Developing upper primary students’ 21st century skills: inquiry learning through collaborative teaching and Web 2.0 technology. Hong Kong: Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong.
  • Chumley-Jones, H. S., Dobbie, A., & Alford, C. L. (2002). Web-based learning: sound educational method or hype? A review of the evaluation literature. Academic Medicine, 77(10), 86-93.
  • Colburn, A. (2000). An inquiry primer. Science scope, 23(6), 42-44.
  • Cook, D. A. (2007). Web-based learning: pros, cons and controversies. Clinical Medicine, 7(1), 37-42.
  • Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. (2nd ed.). Thousand Oaks, CA: Sage.
  • Delice, A. (2015). Mixed method design selection [Karma yöntem desen seçimi], Dede Y. & Demir, S. B. (Ed.), Design and execution of mixed method research [Karma yöntem araştırmaları tasarımı ve yürütülmesi (Creswell, J. W. & Plano Clark, V. L.). Ankara: Anı Publishing.
  • Duran, M. (2016). The effect of guide material developed based on ınquiry-based learning on 6th grade students' competence for learning science. Journal of Theoretical Educational Science, 9(1), 85-110.
  • Emre, İ., Kaya, Z., Özdemir, T. Y., & Kaya, O. N. (2011a, September). The effect of smart board usage on science and technology teacher candidates' attitudes towards information and communication technologies and their success in cell division [Akıllı tahta kullanımının fen ve teknoloji öğretmen adaylarının bilgi ve iletişim teknolojilerine karşı tutumlarına ve hücre bölünmesi konusundaki başarılarına etkisi]. 5th International Computer & Instructional Technologies Symposium, Elazığ, Turkey.
  • Emre, İ., Kaya, Z., Özdemir, T. Y., & Kaya, O. N. (2011b, May). The effects of the use of smart board on the success of science and technology teacher candidates on cell membrane structure and their attitudes towards information technologies [Akıllı tahta kullanımının fen ve teknoloji öğretmen adaylarının hücre zarının yapısı konusundaki başarılarına ve bilgi teknolojilerine karşı tutumlarına karşı etkileri]. 6th International Advanced Technologies Symposium (IATS’11), Elazığ, Turkey.
  • Fang, S. C., Hsu, Y. S., Chang, H. Y., Chang, W. H., Wu, H. K., & Chen, C. M. (2016). Investigating the effects of structured and guided inquiry on students’ development of conceptual knowledge and inquiry abilities: a case study in Taiwan. International Journal of Science Education, 38(12), 1945-1971.
  • Friedel, C., Irani, T., Rudd, R., Gallo, M., Eckhardt, E., & Ricketts, J. (2008). Overtly teaching critical thinking and ınquiry-based learning: A comparison of two undergraduate biotechnology classes. Journal of Agricultural Education, 49(1), 72-84.
  • Gibson, H. L. (1998, April). Case studies of an ınquiry-based science programs' ımpact on students' attitude towards science and ınterest in science careers. National Association for Research in Science Teaching, 71st, SanDiego, CA.
  • Green, W. J., Elliott, C., & Cummins, R. H., (2004). " Prompted" inquiry-based learning in the introductory chemistry laboratory. Journal of Chemical Education, 81(2), 239-241.
  • Hakkari, F., Yeloğlu, T., Tüysüz, C., & İlhan, N. (2017). Development of an instructional material for an enriched book relating to "interactions between chemical types" unit in the ninth grade chemistry curriculum and investigation its effects [Zenginleştirilmiş kitap (z-kitap) kullanımı için dokuzuncu sınıf kimya dersi “kimyasal türler arası etkileşimler” ünitesi ile ilgili materyal geliştirme ve geliştirilen materyalin etkisinin incelenmesi]. Eğitim ve Bilim, 42(192), 327-348.
  • Hakverdi-Can, M., & Sönmez, D. (2012). Learning how to design a technology supported inquiry-based learning environment. Science Education International, 23(4), 338-352.
  • Haznedar, Ö. (2012). The investigation of undergraduate students' information and communication technology skills and attitudes to e-learning in terms of different variables [Üniversite öğrencilerinin bilgi ve iletişim teknolojileri becerilerinin ve e-öğrenmeye yönelik tutumlarının farklı değişkenler açısından incelenmesi]. Unpublished Master Thesis, Dokuz Eylül University, İzmir.
  • Hilton, M. (Ed.). (2010). Exploring the intersection of science education and 21st century skills: A workshop summary. National Academies Press.
  • Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338.
  • Khalifa, M., & Lam, R. (2002). Web-based learning: effects on learning process and outcome. IEEE Transactions on Education, 45(4), 350-356.
  • Kim, H. (2011). Inquiry-based science and technology enrichment program: Green earth enhanced with inquiry and technology. Journal of Science Education and Technology, 20(6), 803-814.
  • Kubicek, J. P. (2005). Inquiry-based learning, the nature of science, and computer technology: New possibilities in science education. Canadian Journal of Learning and Technology, 31(1), 51-58.
  • Levy, P., Aiyegbayo, O., Little, S., Loasby, I., Powell, A., Stratford, J., ... Corry, S. (2008). Designing and sharing inquiry-based learning activities: LAMS evaluation case study. DeSILA Final Report, Centre for Inquiry-based Learning in the Arts and Social Sciences, University of Sheffield.
  • Llewellyn, D. (2014). Inquiry within: Implementing inquiry- based science standarts. USA: Corwinn Pres, Inc. A Sage Publications Company.
  • Maaß, K., & Artigue, M. (2013). Implementation of inquiry-based learning in day-to-day teaching: a synthesis. ZDM Mathematics Education, 45(6), 779-795.
  • Ministry of National Education (MoNE) (2011). Secondary school 9th grade physics curriculum [Ortaöğretim 9. sınıf fizik dersi öğretim programı.]. Ankara: Ministry of Education.
  • Ministry of National Education (MoNE) (2013). Primary education institutions (primary and secondary schools) science course (3rd, 4th, 5th, 6th, 7th and 8th grades) curriculum [İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı]. Ankara: Ministry of Education.
  • Ministry of National Education (MoNE) (2018). Science curriculum (primary and middle school grades 3, 4, 5, 6, 7 and 8) [Fen bilimleri dersi öğretim programI (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar)]. Ankara: Ministry of Education.
  • P21 (2018). P21's framework for 21st century learning. It is obtained on 26.03.2018 at http://www.p21.org/about-us/p21-framework
  • Pifarré Turmo, M., & Argelagós Castañ, E. (2008). Inquiry web-based learning to enhance information problem solving competences in science. J. Zumbach, N. Schwartz, T. Seufert & L. Kester (Ed.). Beyond knowledge: the legacy of competence. Meaningful computer-based learning environments. United Kingdom: Springer.
  • Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist, 40(4), 235-244.
  • Sarı, U., & Güven, G. B. (2013). The effect of interactive whiteboard supported inquiry-based learning on achievement and motivation in physics and views of prospective teachers toward the instruction [Etkileşimli tahta destekli sorgulamaya dayalı fizik öğretiminin başarı ve motivasyona etkisi ve öğretmen adaylarının öğretime yönelik görüşleri]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(2), 110-143.
  • Spronken-Smith, R., Bullard, J. O., Ray, W., Roberts, C., & Keiffer, A. (2008). Where might sand dunes be on Mars? Engaging students through inquiry-based learning in geography. Journal of Geography in Higher Education, 32(1), 71-86.
  • Tatar, N. (2006). The effect of inquiry-based learning approaches in the education of science in primary school on the science process skills, academic achivement and attitude [İlköğretim fen eğitiminde araştırmaya dayalı öğrenme yaklaşımının bilimsel süreç becerilerine, akademik başarıya ve tutuma etkisi]. Unpublished PhD Thesis, Gazi University, Ankara.
  • Tatar, N., & Kuru, M. (2006). The effect of inquiry-based learning approach in science education on academic achievement [Fen eğitiminde araştırmaya dayalı öğrenme yaklaşımının akademik başarıya etkisi]. Hacettepe University Journal of Education, 31, 147-158.
  • Wongwatkit, C., Panjaburee, P., & Srisawasdi, N. (2017). A proposal to develop a guided-inquiry mobile learning with a mastery learning mechanism for improving students' learning performance and attitudes in Physics. International Journal of Mobile Learning and Organization, 11(1), 63-86.
Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Research Articles
Yazarlar

Orcid: 0000-0003-3669-4537
Yazar: Ümmühan ORMANCI (Sorumlu Yazar)
Kurum: BURSA ULUDAĞ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
Ülke: Turkey


Orcid: 0000-0003-2343-8796
Yazar: Salih ÇEPNİ
Kurum: BURSA ULUDAĞ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
Ülke: Turkey


Tarihler

Yayımlanma Tarihi : 19 Şubat 2020

APA ORMANCI, Ü , ÇEPNİ, S . (2020). Investigating the Effects of Web-Based Science Material for Guided Inquiry Approach on Information and Communication Skills of Students. Participatory Educational Research , 7 (1) , 201-219 . DOI: 10.17275/per.20.12.7.1