Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students
Author :
Abstract
Bu çalışmada, açık sorgulamaya dayalı öğrenme yönteminin öğrencilerin kavramsal anlamaları üzerindeki etkisi araştırılmaktadır. Araştırma deseni olarak ön test son test kontrol gruplu yarı deneysel araştırma deseni kullanılmıştır. Araştırma örneklemi 7. sınıfta, öğrenim gören toplam 60 öğrenciden oluşmaktadır. Örneklemde yer alan 30 öğrenci deney grubunda, 30 öğrenci kontrol grubundadır ve deney ve kontrol grupları rasgele atanmıştır. Öğrencilerin sıvı basıncı ile ilgili fikirlerini belirlemek amacıyla, Sıvı Basıncı Kavramsal Anlama Testi (SBKAT) kullanılmıştır. Deney grubundaki dokuz öğrenci ile öğretim öncesi ve sonrası yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. SBKAT’ın analizinde beş kategoriden oluşan bir rubrik kullanılmıştır. Çalışmanın sonuçlarına göre; açık sorgulamaya dayalı öğrenim gören deney grubundaki öğrencilerin kontrol grubundaki öğrencilerden daha yüksek oranda bilimsel cevaplar verdiği belirlenmiştir. Araştırma sonuçlarına dayanılarak, açık sorgulamaya dayalı öğrenme ortamında ortaya koyulan uygulamalardan fen bilimleri derslerinde yararlanmanın öğrencilerin akademik başarıları konusunda faydalı olabileceği düşünülmektedir.
Keywords
Abstract
In this study, the effect of open inquiry based learning (OIBL) approach on students' conceptual understanding was investigated. Quasi-experimental research design with pre-test and post-test control groups was used as research design. The research sample consisted of 60 students in 7th grade. 30 students in the sample were in the experimental group, 30 students were in the control group and the experimental and control groups were randomly assigned. Liquid Pressure Conceptual Understanding Test (LPCUT) was used to determine the students' ideas about liquid pressure. Semi-structured interviews were conducted with nine students in the experimental group before and after the instruction. A rubric consisting of five categories was used in the analysis of LPCUT. According to the results of the study, it was determined that the students in the experimental group who received instruction based on open inquiry gave a higher rate of scientific answers than the students in the control group. Based on the results of the research, it is thought that the use of the instructions revealed in the OIBL environment in science courses may be beneficial for the academic achievement of the students.
Keywords
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