The Effects of Research-Inquiry Based Learning on the Scientific Reasoning Skills of Prospective Science Teachers

Autor/in	Yuksel, Ibrahim
Titel	The Effects of Research-Inquiry Based Learning on the Scientific Reasoning Skills of Prospective Science Teachers
Quelle	In: Journal of Education and Training Studies, 7 (2019) 4, S.273-278 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Instructional Effectiveness; Active Learning; Inquiry; Science Instruction; Thinking Skills; Preservice Teachers; Science Teachers; Foreign Countries; Pretests Posttests; Scientific Principles; Science History; Correlation; Turkey + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; History of science; Wissenschaftsgeschichte; Korrelation; Türkei
Abstract	The aim of this study is to investigate the effect of research-inquiry-based learning approach on the Scientific Reasoning Skills of Science Education Prospective Teachers in the Nature of Science and Science History Course. The study was designed as a single group pre-test -- post-test model. The study group consisted of 31 prospective teachers in the 3rd grade of Science Education program in a public university in the spring term of 2017-2018 academic year. For the scientific reasoning skills of prospective teachers "Scientific Reasoning Skills Test - SRST" was measured as a pre-test, then the Nature of Science and Science History course was conducted with the Research-Inquiry Based Learning Approach and SRST was applied as a final test. This test consists of 7 sub-dimensions and contains a total of 26 items. The findings of the sub-problems of the study can be expressed as follows; a significant difference was found between the SRST pre-test total scores and post-test total scores in favor of the post-test total scores according to the sub-dimensions of proportional thinking, correlative thinking and hypothetical thinking. There was no significant difference in the post-test total scores according to the sub-dimensions of conservation laws, identifying and controlling variables, combinatorial thinking and probabilistic thinking. There was no significant difference between SRST pre-test and post-test total scores of man and woman students. A significant difference was found only in the sub-dimension of combinatorial thinking in the total scores of the sub-dimensions of SRST. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01