Structured inquiry versus coupled inquiry for teaching the topic of mixtures

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dc.authorscopusid55212038000
dc.authorscopusid6505942409
dc.authorscopusid57194018369
dc.contributor.authorBayir E.
dc.contributor.authorOzyildirim H.
dc.contributor.authorCeliksoz M.
dc.date.accessioned2024-06-12T10:27:59Z
dc.date.available2024-06-12T10:27:59Z
dc.date.issued2014
dc.description.abstractThis 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.en_US
dc.description.sponsorshipTrakya Üniversitesi: 2010/75en_US
dc.description.sponsorshipThe study is part of a larger project that was funded by Trakya University, Scientific Research Projects Unit grant (2010/75).en_US
dc.identifier.endpage44en_US
dc.identifier.issn0124-5481
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85018267079en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage41en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14551/17028
dc.identifier.volume15en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherFoundation Journal of Science Educationen_US
dc.relation.ispartofJournal of Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectInquiry-Based Science Learning; Mixturesen_US
dc.titleStructured inquiry versus coupled inquiry for teaching the topic of mixturesen_US
dc.title.alternativeInvestigación estructurada frente a la investigación combinada para enseñar el tema de mezclasen_US
dc.typeArticleen_US

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