The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes

Şimşek, Pınar Özdemir; Kabapınar, Filiz

doi:10.1016/j.sbspro.2010.03.170

Cited by 106 publications

(62 citation statements)

References 11 publications

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“…Students need to actively use and consequently improve science process skills during an inquiry-based instruction. Quite a number of studies have also showed that inquirybased teaching methods improve students' science process skills (Campbell, Zharg & Neilson, 2011;Ergül, Şimşekli, Çalış, Özdilek, Gökmençelebi, & Şanlı, 2011;Şimşek & Kabapınar, 2010). In this study, when the students' science process skill scores are checked, gain score of inquiry groups (0.93) is higher than those of expository groups (-1.44).…”

Section: Discussionmentioning

confidence: 56%

Mode-Method Interaction: The Role of Teaching Methods on The Effect of Instructional Modes on Achievements, Science Process Skills, and Attitudes Towards Physics

Çetin

Özdemir

2018

EURASIA J MATH SCI T

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The purpose of this study is to explore the effects of instructional mode, methods, and interaction between them. In order to achieve this purpose, two two-level-independent variables were defined, teaching modes (blended vs. face-to-face) and teaching methods (expository vs. inquiry). Thus, a 2x2 factorial design was performed with four treatment groups of 314 students. Before and after the treatments, pre-tests and posttests on achievement in electricity concepts, science process skills, and attitudes toward physics were administered. For the analysis of the data multivariate analysis of covariance were performed. It was found that the effect of blended mode is not dependent upon the teaching methods implemented. Related to the effects of instructional mode; blended instruction is more effective than face-to-face instruction in supporting students' achievement in electricity and science process skills. Additionally, it was found that the expository teaching method is as effective as the inquiry teaching method.

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Section: Discussionmentioning

confidence: 56%

Mode-Method Interaction: The Role of Teaching Methods on The Effect of Instructional Modes on Achievements, Science Process Skills, and Attitudes Towards Physics

Çetin

Özdemir

2018

EURASIA J MATH SCI T

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“…However, there are few studies in the literature regarding science process skills in the university students [1,[14][15][16][17][18][19][20][21][22][23] and insufficient studies between chemistry subjects and science process skills [29,30]. We intended to examine the science process skills and application potential to the chemistry subjects of the undergraduate students attending at the different departments.…”

Section: The Significance Of the Studymentioning

confidence: 99%

“…Scientific process skills are the thinking skills that we utilize for knowledge creation, thinking on problems and the formulation of results [14]. Scientific process skills have been identified as the basic skills that facilitate learning in science, allow students to be active, develop a sense of taking responsibility for their own learning, increase the persistence of learning and also show ways and means of research [15,16,17,18,19].…”

Section: Introductionmentioning

confidence: 99%

Determination of the Relation between Undergraduate Students’ Awareness Levels Regarding Their Scientific Process Skills and Application Potentials

Gürses¹,

Cuya²,

Güneş³

et al. 2014

EDUCATION

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Scientific process skills are those that facilitate learning in science, allow students to be active, improve the sense of responsibility for their own learning, increase their retention skills and also show routes and methods of research. The measurement tool used to measure undergraduate students' science process skills is a test consisting of 26 questions. This test covers identifying and checking basic skills and variables such as observation, classification, measurement, communication, and prediction using space-time relationships, and integrated process skills such as inference, operational definition, making the interpretation of data and hypotheses and conducting experiments. According to Bloom's taxonomy of cognitive development, questions also knowledge, comprehension, application, analysis, synthesis, and evaluation aspects. This study, by expediently electing among the education faculties in Turkey, was conducted with 165 undergraduate students from different departments at Faculty of Education of a big university in the Eastern Anatolia province, Turkey to determine the relationship between undergraduate students' awareness levels regarding scientific process skills and application potential, using survey method which is an implementation of non-experimental quantitative research methods. In the science process skills tests (SPST) prepared for this purpose; the effect of students' demographic characteristics (grade level, branch, academic achievement, and learning environment) on these skills were studied and results, using SPSS 18.0 software package with an analysis of variance (ANOVA), were statistically evaluated. Of these assessment results; it has been concluded that the difference in levels of awareness of the students lead to significant differences in terms of science process skills application potential, however, other variables and demographic characteristics do not lead to significant differences.

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“…One goal of science-educational interventions in primary education is to influence the teaching strategies of teachers in such a way that these lead to cognitive gains of students in scientific knowledge. Several teaching interventions involving inquiry-based learning principles have been designed to support teachers in the implementation of successful science education (e.g., Borman et al 2008;Cuevas et al 2005;Penuel et al 2011;Şimşek and Kabapinar 2010;Wetzels 2015).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

et al. 2017

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The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students' cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thoughtprovoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students' scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students' real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students' utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than Res Sci Educ (2018)

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The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes

Cited by 106 publications

References 11 publications

Mode-Method Interaction: The Role of Teaching Methods on The Effect of Instructional Modes on Achievements, Science Process Skills, and Attitudes Towards Physics

Mode-Method Interaction: The Role of Teaching Methods on The Effect of Instructional Modes on Achievements, Science Process Skills, and Attitudes Towards Physics

Determination of the Relation between Undergraduate Students’ Awareness Levels Regarding Their Scientific Process Skills and Application Potentials

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

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