The Effect of Inquiry-Based Learning Approach on Pre-Service Science Teachers’ Analytical Chemistry Learning

Yıl 2017, Cilt: 14 Sayı: 1, 1657 - 1696, 27.12.2017

Mustafa Tüysüz Metin Şardağ Alper Durukan

Öz

The aim of the study was to seek the impact of inquiry-based learning instruction on pre-service science teachers’
academic achievement and knowledge of macroscopic, microscopic, and symbolic
levels at analytical chemistry laboratory. Pre-test post-test control group as
the type of quasi-experimental design was
conducted. Convenience sampling method was used in this study. The
experimental group consisted of 29 individuals (24 female, 5 male) and the
control group consisted of 27 individuals (20 female, 7 male). The data was collected with Chemistry Achievement Test
including 26 multiple-choice questions to evaluate basic chemistry knowledge
related to physical-chemical changes, reaction types and separation methods,
and knowledge in macroscopic, microscopic and symbolic levels of related
chemistry topics. After treatments, participants treated with inquiry-based
learning were more successful regarding academic achievement and knowledge of
macroscopic level than the participants treated traditionally. However, there
is no significant difference between groups in
the knowledge of microscopic and symbolic levels.

Anahtar Kelimeler

Inquiry Based Learning, Analytical Chemistry Laboratory, Pre-Service Science Teachers

Araştırma-Sorgulama Temelli Öğrenme Yaklaşımının Fen Bilimleri Öğretmen Adaylarının Analitik Kimya Öğrenimine Etkisi

Öz

Bu çalışmanın
amacı, araştırma-sorgulama temelli öğrenme yaklaşımının analitik kimya
laboratuvarında öğrenim gören fen bilimleri öğretmen adaylarının analitik kimya
başarılarına ve kimyanın makroskobik, mikroskobik ve sembolik boyuttaki bilgi
düzeylerine etkisini araştırmaktır. Çalışma, ön-test son-test kontrol gruplu
yarı deneysel desen olarak tasarlanmıştır. Araştırmada uygun örnekleme yöntemi
kullanılmıştır. Katılımcılar, deney grubu 29 (24 kadın, 5 erkek), kontrol grubu
ise 27 (20 kadın, 7 erkek) olmak üzere iki gruba ayrılmıştır.  Bu araştırmada veri toplama aracı olarak
öğretmen adaylarının fiziksel-kimyasal değişimler, kimyasal tepkime türleri ve
ayırma yöntemleri konularıyla ilgili temel kimya bilgi düzeylerini ve ilgili
kimya konularında makroskobik, mikroskobik ve sembolik boyuttaki bilgi
düzeylerini ölçmek için beş seçenekli 26 maddelerden oluşan Kimya Başarı Testi
kullanılmıştır. Uygulama sonrasında, araştırma-sorgulama temelli öğrenme
yaklaşımıyla eğitim alan katılımcılarının analitik kimya başarıları ve kimyanın
makroskobik boyuttaki bilgileri, geleneksel yönteme göre eğitim alan öğretmen
adaylarınkinden daha yüksek olduğu görülmüştür. Bununla birlikte kimyanın
mikroskobik ve sembolik boyuttaki bilgileri arasında istatistiksel olarak
anlamlı bir fark görülmemiştir. 

Anahtar Kelimeler

Araştırma-Sorgulama Temelli Öğrenme, Analitik Kimya Laboratuvarı, Fen Bilimleri Öğretmen Adayları

Kaynakça

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