Analitik Kimya Laboratuvarında Sorgulama Temelli Sistematik Kalitatif Katyon Analizi Deneylerinin Bilimsel Süreç Becerilerine Yansıması

Abstract

The theoretical knowledge and practice are connected through deep thinking and reflection during the research and inquiry process in the laboratory environment. Throughout the inquiry-based experiments, students can make this connection by developing their science process skills. In this respect, the aim of this study is to examine the development of students' science process skills in the Systematic Qualitative Analysis of Cation (SQAC) experiments conducted using I diagram tool. This research was carried out using qualitative research methodology. Case study was applied within the scope of qualitative research methods. The case examined in the research is to monitor the change of the science process skills of SQAC experiments of university level students in a process where guided inquiry-based learning approach is applied. The participants of this research consisted of 31 students studying in the Faculty of Education's Chemistry Teaching program of a state university and attending the Analytical Chemistry Laboratory-I course. In the research, I diagram tool and Laboratory Proficiency Test (LPT) were used as data collection tools. In data analysis, I diagram documents were scored with an analytical scoring key. LPT data was analyzed according to the accuracy level with analytical criterion scale. The study was conducted for a total of 10 weeks. The results obtained from I diagram tools showed that the students mostly developed in logical argument, experimental design, data collection, data transformation and results sections. The results also inferred that the development of causal and experimental skills of students from science process skills was improved with the development of logical argument section which included skills such as hypothesis writing, designing experiments and prediction. The results obtained from LPT data showed that students' observation and writing reaction skills developed over time and there was a high increase in their ability to make inferences about experimental procedures. There was also an increase in the full correct answers given to the test at the end of the inquiry-based process. Eventually, the students can better interpret the observations made with theoric knowledge and experience they have gained during the experiments and therefore have some or all of the scientific truths related to the question.

Predictors of Global Scientific Literacy of Pre-Service Teachers: A Structural Equation Modeling Study

“…Similarly, a significant and positive relationship was found between pre-service science teachers' laboratory course success and their perceptions of science process skills (β= .27 p> .01). Various studies have showed that laboratories enable individuals to develop their scientific process skills (Akkuzu Güven and Uyulgan, 2019;George-Williams et al, 2020;Irwanto et al, 2019). At the same time, it can be stated that the basic skills required for laboratory activities to achieve their objectives are science process skills.…”

“…Permanent learning occurs when inquiries are made during education. In particular, some studies in the literature reveal that individuals who can actively engage their science process skills during the inquiry process can achieve effective, easy and permanent learning by their own efforts (Akkuzu Güven & Uyulgan, 2019;Duschl et al, 2007;NRC, 2012). Settlage and Southerland (2007) emphasize that science process skills form a basis for inquiry.…”

“…Because self-directed learning readiness requires having cognitive and psychomotor behaviors for a behavior to be acquired (Özbek, 2005; as cited in Önal, 2009). When pre-service teachers perform their responsibilities in laboratories, their science process skills improve and they can have sufficient knowledge and necessary equipment in the lifelong learning process (Akkuzu Güven & Uyulgan, 2019;Taylor et al, 2009). At the same time, pre-service teachers can participate in research as part of the self-directed learning process, make suggestions, be open to innovations, and evaluate the outcomes.…”

Ön lisans Öğrencilerinin Okul İklimi Algılarının Belirlenmesi

“…Günümüz bilgi çağıdır. Bu çağda yeni bilgiler üretme ve teknolojiye ayak uydurma önemli bir beceri haline gelmiştir (Akkuzu ve Uyulgan, 2019). Öğrencilerin bu becerileri kazanabilmesi için okulların, derslerde kullanılan öğretim yöntemleri ve teknikleri, eğitim ortamı, okul iklimi, okula bağlılık ve iletişim gibi birçok açıdan değerlendirilmesi gerekir.…”