The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes Toward Science

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dc.contributor.authorKoksal, Ela Ayse
dc.contributor.authorBerberoglu, Giray
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2014
dc.departmentNiğde ÖHÜ
dc.description.abstractThe purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and control group students took the Achievement Test in Reproduction, Development, and Growth in Living Things (RDGLT), Science Process Skills Test, and Attitudes Toward Science Questionnaire, as pre-test and post-test. Repeated analysis of variance design was used in analyzing the data. Both the experimental and control group students were taught in RDGLT units for 22 class hours. The results indicated the positive effect of guided-inquiry approach on the Turkish students' cognitive as well as affective characteristics. The guided inquiry enhanced the experimental group students' understandings of the science concepts as well as the inquiry skills more than the control group students. Similarly, the experimental group students improved their attitudes toward science more than the control group students as a result of treatment. The guided inquiry seems a transition between traditional teaching method and student-centred activities in the Turkish schools.
dc.identifier.doi10.1080/09500693.2012.721942
dc.identifier.endpage78
dc.identifier.issn0950-0693
dc.identifier.issn1464-5289
dc.identifier.issue1
dc.identifier.scopus2-s2.0-84889655002
dc.identifier.scopusqualityQ1
dc.identifier.startpage66
dc.identifier.urihttps://dx.doi.org/10.1080/09500693.2012.721942
dc.identifier.urihttps://hdl.handle.net/11480/4211
dc.identifier.volume36
dc.identifier.wosWOS:000327185500004
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthor[0-Belirlenecek]
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartofINTERNATIONAL JOURNAL OF SCIENCE EDUCATION
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectScience education
dc.subjectGuided-inquiry
dc.subjectAchievement
dc.subjectScience process skills
dc.subjectAttitudes
dc.subjectTurkey
dc.titleThe Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes Toward Science
dc.typeArticle

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