Tartışmalarla Zenginleştirilmiş Tahmin Et-Gözle-Açıkla (TGA) Destekli Fen Laboratuvar Uygulamalarının Öğretmen Adaylarının Akademik Başarılarına Etkisi

Abstract

The purpose of this study was to investigate effectiveness of Predict-Observe-Explain (POE) enriched with discussions based laboratory on pre-service science teachers' academic achievement. For this purpose, fundamental science concepts were dealt with in the research. In the study, a quasi-experimental model was utilized and a total of 46 pre-service science teachers were selected as the sample. Two randomly selected groups, one of which was experimental (n = 22) and the other was control (n = 24) were used in the study. While the control group participated in verification laboratory work, the experimental group took part in POE enriched with discussions, that is Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work. Laboratory works were carried out in both groups for a total of 18 hours in total 9 weeks, two hours a week. An academic achievement test consisting of 40 items was applied to the sample as a pre-and post-test in order to determine the effect of the laboratory works on pre-service science teachers' academic achievement. The data obtained from the tests were analyzed via dependent group t-test, independent group t-test and ANCOVA using SPSS statistical program. As a result of the quantitative analysis of the data obtained from the pre and post-tests, indicated that PEODE based laboratory work compared to the traditional laboratory work was more effective enhancing the academic success of pre-service science teachers. PEODE enriched with discussions based laboratory work should be utilized to make laboratory works effective.

Fen Bilimlerinde Kullanılan Çeşitli Öğretim Yöntem ve Tekniklerin Öğretmen Adaylarının Bilimsel Süreç Becerileri Üzerindeki Etkilerini Araştıran Çalışmaların Meta Analizi

“…The overall effect size of the study was found to be at a high level. The results of this study are supported by many studies in the literature (Koray et al, 2007, Bilen, 2009Arı ve Bayram, 2012;Bozkurt, 2012;Karatekin, 2012;Yurdatapan, 2013;Gezer, 2014;Kırılmazkaya, 2014;Aslan, 2016;Baydere ve Çakır, 2019;Köseler, 2019;Barut, 2020;Coştu, 2021;Kırıktaş ve Kesercioğlu, 2021;Mukagihana et al, 2022;Wola et al, 2023) is compatible with the results.…”