Academia Eğitim Araştırmaları Dergisi
Yazarlar: Halit KIRIKTAŞ, Teoman KESERCİOĞLU
Konular:Eğitim, Eğitim Araştırmaları
Anahtar Kelimeler:Science Teaching,Inquiry Based Learning,Teacher Candidates
Özet: It can be stated that it is among the main objectives of science teaching that the learner constructs and develops knowledge by using own mental skills. In this context, it can be emphasized that it is important to use methods that will make the learner active both cognitively and psychomotorly in the learning process. The aim of study is to investigate the effect of inquiry-based science teaching method (SDFÖY) on science teacher candidates' scientific process skills, academic achievement and attitudes towards laboratory. A quasi-experimental design with Pretest-Posttest control group was used in the study conducted for 6 weeks within scope of Biology Laboratory Applications -II.in Science Education Program. The study group of research consists of 68 pre-service science teachers who are divided into two equal groups by random assignment. During the research Process, while SDFÖY was used in the application group, the usual laboratory studies were applied in the control group. In the study, scientific process skills test, attitude towards laboratory scale, academic achievement test and semi-structured interview questions were used as data collection tools at before and after the application a statistical package program was used to analyze the data. Descriptive analysis, T tests, correlation analysis and content analysis were performed on the obtained data. When the data reached at the end of the research process are interpreted, it has been determined that SDFÖY is more effective than conventional laboratory applications in increasing the academic success of teacher candidates and developing scientific process skills within the scope of biology laboratory applications course. Although the attitudes of the teacher candidates towards the laboratory increased in both groups, there was no significant difference. As stated in the literature, the situation can be explained by the fact that affective phenomena are resistant to change and do not change in short-term applications. Therefore, it can be suggested to investigate the effects of SDFÖY on affective phenomena with longer-term studies.