Effect of guided inquiry experiments on the acquisition of science process skills, achievement and differentiation of conceptual structure

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2012
Yıldırım, Altınay
The science and technology program developed by the Ministry of National Education of Turkey aims at training students as science and technology literates. In order to achieve this, method implemented by teachers should enhance science process skills, increase achievement and actualize differentiation in the conceptual structure of students. The present study aims to investigate the effectiveness of guided inquiry experiments over traditionally designed experiments on the acquisition of science process skills, content knowledge achievement and differentiating conceptual structure of 8th grade students about floating, sinking, buoyancy and pressure subjects. Guided inquiry laboratory manuals were developed for the experimental group. Traditional confirmation type laboratory manuals were developed for the control group. The study was conducted with 55 eighth grade students at a private elementary school in the Bahçelievler district, İstanbul. In this quasi-experimental study, two of the three intact groups assigned as experimental group, while the control group. Unit achievement test (UAT), science process skills test (SPST) and two-tiered test for determining differentiation in conceptual structure (DDSCT) were used as data collection instruments. All of these instruments were administered to the students as pre-test and post-test. It was found that guided inquiry experiments were effective than traditional confirmation type experiments in differentiation of students’ conceptual structure about floating, sinking, buoyancy and pressure. However, there was not a significant difference in the effectiveness of both inquiry and traditional methods on enhancing the students’ science process skills and their achievement at the unit of force and motion.
Citation Formats
A. Yıldırım, “Effect of guided inquiry experiments on the acquisition of science process skills, achievement and differentiation of conceptual structure,” M.S. - Master of Science, Middle East Technical University, 2012.