Evaluation of students’ scientific process skills through reflective worksheets in the inquiry-based learning environments

Mutlu, Ayfer

doi:10.1080/14623943.2020.1736999

Cited by 50 publications

(47 citation statements)

References 15 publications

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“…As such, students were given the chance to be active in class with constant communication with their teacher. Mutlu (2020) indicates that providing students a chance to learn by doing/experiencing would positively contribute to their views on scientific research. In the research, it is believed that students' will to do research, observation, and experiment was increased.…”

Section: Discussionmentioning

confidence: 99%

“…Conceptual understanding would take place at this point (Sotáková et al, 2020) because it can take place only when students' process-ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ related skills are developed and all steps of inquiry-based learning are completed. As such, students who have the skills to scientifically explain phenomena could be reached (Mutlu, 2020). Ensuring cognitive and sensory development, this approach was determined to be effective in students' career planning and to contribute to their interest in science-related fields (Burgin et al, 2015;Meyer & Crawford, 2015).…”

Section: Inquiry-based Learning Approach In Science Educationmentioning

confidence: 99%

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Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning. Keywords: 5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students

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Section: Discussionmentioning

confidence: 99%

Section: Inquiry-based Learning Approach In Science Educationmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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“…Providing students with inquiry skills has a positive effect on their understanding of the nature of science (Stott & Hattingh, 2020), developing scientific process skills (Kar & Çil, 2019;Mutlu, 2020;Ülger & Çepni, 2020), scientific attitude (Kiernan & Lotter, 2019;Rohaeti, Prodjosantoso, & Irwanto, 2020), concept learning process (Bezen & Bayrak, 2020;Sotáková, Ganajová & Babinčáková, 2020), and academic achievement (Jerrim, Oliver & Sims, 2019;Wen et al, 2020). Therefore, the importance of inquiry skills cannot be denied.…”

Section: Discussionmentioning

confidence: 99%

The effect of a cooperative argumentation model on listening and inquiry skills and argument level

2021

PERR

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The aim of this study was to determine the effect of a cooperative argumentation model on the listening and inquiry skills and argument level of pre-service science teachers (PSTs). A mixed method was used. The sample consisted of 54 preservice science teachers. Two experimental groups were studied and the study was conducted in the Special Issues in Biology course. Co-learning of the cooperative learning model was used in the experimental group (CLG, n=31). Argumentation and colearning of the cooperative learning model were used in the other experimental group (CLAG, n=23). To collect data, the Listening Skills Scale (LSS), Inquiry Skills Scale (ISS), and written arguments were used. For analyzing the quantitative data the independent samples t test and Mann-Whitney U test were applied. To analyze the qualitative data content analysis was used. A significant difference was found in favor of the CLAG in terms of listening skills (p<.05). However, there was no significant difference between the groups in inquiry skills. When the written arguments created by PSTs are examined in terms of inquiry types, they mostly used inquiry based on experimental data, inductive reasoning, inquiry based on values, and inquiry within the framework of an economics perspective. In addition, the levels of arguments formed by the PSTs developed throughout the process.

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“…Students can develop scientific concepts by observing and mixing several theories so that they can become something new (Labouta et al, 2018;Solé et al, 2020;Stylinski et al, 2020). In this learning, students are required to experience for themselves, seek, try and draw conclusions from the process of the skills they perform (Kruit et al, 2018;Anna et al, 2019;Mutlu, 2020). So the process of science is very important for students to be realized in everyday life.…”

Section:  Introductionmentioning

confidence: 99%

Evaluation of Students’ Attitudes and Science Process Skills toward Middle School Science Subject in Indonesia

Ernawati

Asrial

Perdana

et al. 2021

JPP

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Evaluation of Students' Attitudes and Science Process Skills toward Middle School Science Subject in Indonesia. Objective: This research aims to determine the differences and the relationship between attitudes and science process skills in science learning in Batanghari Regency, namely Junior High School 34 Batanghari and Junior High School 35 Batanghari. Method: Quantitative method with associative and comparative type. The instrument in this study used a questionnaire for attitudes and an observation sheet for science process skills. Quantitative data analysis technique used random sampling with 140 students as respondents. Findings: Based on the t-test obtained sig.(2tailed) 0.048, 0.047, 0.039, 0.038 < 0.05, so there are differences in students' attitudes and science process skills. From the correlation test obtained sig. (2-tailed) of 0.035 and 0.037 < 0.05 which indicated the relationship between attitudes and science process skills. Conclusion: Differences and the relationship between students' attitudes and science process skills in science learning at Junior High School 34 Batanghari and Junior High School 35 Batanghari.

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Evaluation of students’ scientific process skills through reflective worksheets in the inquiry-based learning environments

Cited by 50 publications

References 15 publications

Teaching Mechanical Waves by Inquiry-Based Learning

Teaching Mechanical Waves by Inquiry-Based Learning

The effect of a cooperative argumentation model on listening and inquiry skills and argument level

Evaluation of Students’ Attitudes and Science Process Skills toward Middle School Science Subject in Indonesia

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