Implementing Collaborative Inquiry in a Middle School Science Course

Autor/inn/en	Özkanbas, Müge; Kirik, Özgecan Tastan
Titel	Implementing Collaborative Inquiry in a Middle School Science Course
Quelle	In: Chemistry Education Research and Practice, 21 (2020) 4, S.1199-1217 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirik, Özgecan Tastan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Cooperative Learning; Active Learning; Inquiry; Metacognition; Student Centered Learning; Middle School Students; Grade 6; Preadolescents; Scientific Concepts; Concept Formation; Concept Teaching; Instructional Effectiveness; Science Achievement; Teaching Methods; Curriculum Implementation; Chemistry; Public Schools; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Aktives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Pre-adolescence; Präadoleszenz; Concept learning; Begriffsbildung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Public school; Öffentliche Schule; Ausland; Türkei
Abstract	Process Oriented Guided Inquiry Learning (POGIL®) as a collaborative inquiry method has been widely used in teaching chemistry to high school and college students. This paper presents the impact of POGIL on 65 middle school students' understanding about nature of matter. It is a quasi-experimental non-equivalent control group design study in which a control group taught by whole class instruction was compared to the experimental group which was taught by POGIL in the context of the "Particulate Nature of Matter (PNM) Unit" including PNM, physical and chemical change and density topics. A Nature of Matter Achievement Test was administered as both pre- and post-test. It was found that a POGIL method improved students' achievement more than teacher-centered whole-class instruction. This study provides evidence supporting the fact that POGIL is an effective pedagogy to teach nature of matter to middle school students. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01