Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course

Abstract

The aim of this study was to identify the resistance behaviors of 7th grade students exhibited during their Science and Technology course teaching-learning processes, and to remove the identified resistance behaviors through teaching-learning processes that were constructed based on the inquiry-based learning approach. In the quasi-experimentally designed study, data were collected from 95 students and 14 teachers using both qualitative (students' follow-up forms, observation, and interview forms) and quantitative (achievement test and personal information survey) methods. In the experimental process, courses given to the control group were taught using the traditional method, whereas those given to the experimental groups used an inquiry-based learning approach. When the data, which were collected in the spring term of the 2010-2011 academic year, were analyzed, 25 students were identified as having resistant behaviors such as not participating in the course, not being interested in the course, not taking care of their friends, seeking attention, not respecting the teacher, and providing suggestions to the teacher. The statistical data analysis showed that there was a significant difference between the pre-test and post-test mean scores of both the control and experiment groups; however, the mean scores of the experimental groups showed a greater increase than those of the control group. While the findings derived from the follow-up forms and the analysis of teacher interviews showed that the experimental process changed the resistance behaviors of students in a positive way, this change was not permanent at the end of the experimental process. As a result, it was found that students can have a variety of resistant behaviors and these behaviors can be affected positively by different teaching methods that are accepted as effective in that discipline.

The Effects of Inquiry-Based Learning and Learning Styles on Primary School Students’ Conceptual Understanding in Multimedia Learning Environment

“…The research findings were in line with the results of the research about the superiorities of inquiry strategy in improving students' conceptual understanding, which was conducted previously (Bruckermann et al, 2017;Kirna, 2010;Pandey et al, 2011;Sever & Guven, 2015). Inquiry strategy encourages students to have more group activities.…”

Sorgulamaya Dayalı Laboratuvarlara İlişkin Öğretmen Adaylarının Görüşleri

“…Bunun sonucunda da geleneksel laboratuvarlar fen kavramlarının öğretilmesinde genellikle etkili olmamaktadır (Wallace, Tsoi, Calkin, & Darley, 2003). Ayrıca laboratuvarların öğrenme çıktıları, uygulamaları ve amaçları ile geleneksel laboratuvarların etkililiği hakkında fen öğretmenleri tarafından eleştirilerin artmasıyla birlikte son yıllarda sorgulamaya dayalı öğretme stratejilerine yönelik ilgide önemli bir artış olmuştur (Beck, Butler, & da Silva, 2014;Chairam, Klahan, & Coll, 2015;Hwang, Chiu, & Chen, 2015;Karakuyu, Bilgin, & Sürücü, 2013;Sever, & Güven, 2014;Wellington, 1998;Yakar, & Baykara, 2014).…”

Embedding video technology in enhancing the understanding of the biology concept of breathing: A Brunei perspective

“…Inquiry-based learning (IBL) is a constructivist curriculum design that was introduced back in 1968 by J. Richard Suchman. This type of learning and teaching strategy has been used extensively in science education at all levels due to its potential in developing students’ higher order thinking and scientific reasoning skills by placing learners as an active problem solvers in mastering the learning units through extracting data from questioning based on a real-world phenomenon or a model of a phenomenon and through independent research in assisting students in constructing their own knowledge (Coban, 2013; Demircioglu and Ucar, 2015; Khan et al., 2011; Kogan and Laursen, 2014; Sever and Guven, 2014; Walan and Rundgren, 2015).…”