Structured inquiry versus coupled inquiry for teaching the topic of mixtures
Küçük Resim Yok
Tarih
2014
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Foundation Journal of Science Education
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study aims to compare the effects of two different types of inquiry related to the topic of mixtures on students’ scientific process skills and scientific attitudes. In this study, coupled inquiry and structured inquiry were selected as the types of inquiry and quasi-experimental design was used. The scientific attitude inventory and science process assessment were given to the participants as the pre- and post-test at the begining and end of the treatment to examine the effects of different types of inquiry on scientific attitudes and scientific process skills. Data revealed that coupled inquiry activities were significantly more effective in promoting students’ scientific attitudes than structured inquiry activities. On the other hand, results implied that the effects of the two different types of inquiry on the scientific process skills did not demonstrate a significant difference. However, both coupled and structured inquiry activities made meaningful contribution to development of scientific process skills. © 2014, Foundation Journal of Science Education. All rights reserved.
Açıklama
Anahtar Kelimeler
Inquiry-Based Science Learning; Mixtures
Kaynak
Journal of Science Education
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
15
Sayı
1
