Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students

Abstract

The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing 10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group, they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated that after inquiry instruction students' motivation increased significantly (p < .001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly (p < .005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview data supported that most of students with different learning styles were willing to participate in the inquiry learning activities, while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students with different learning styles in science learning.

Sorgulamaya Dayalı Laboratuvarlara İlişkin Öğretmen Adaylarının Görüşleri

“…Bu çalışma sonunda birçok öğretmen adayı sorgulamaya dayalı laboratuvar etkinliklerinin genel olarak motivasyonlarını arttırdığını ifade etmişlerdir. Literatürde yapılan çalışmalarda da sorgulamaya dayalı etkinliklerin motivasyonu artırdığı açıklanmıştır (Blumenfeld vd., 1991;Eilam, 2002;Polman, 2000;Tuan, Chin, Tsai, & Cheng, 2005). Hofstein, Navon, Kipnis ve Mamlok-Naaman (2005) yaptıkları çalışmada sorgulamaya dayalı laboratuvarların öğrencilerin öğrenme sorumluluklarını almalarını sağladığı, daha iyi sorular sorabilme yeteneklerini geliştirdiği, sorular sorma konusunda öğrencilerin daha iyi motive oldukları ve bilimsel süreç becerilerinin geliştiğini belirtmişlerdir.…”

“…Fen laboratuvarındaki sorgulama tipi deneyimler, öğretilen kavram ile birleştirilir ve bu kavramın bağlamı çerçevesinde yürütülürse oldukça etkili olmaktadır (Hofstein, Shore, & Kipnis, 2004). Literatür incelendiğinde sorgulamaya dayalı laboratuvarların öğrencilerin alan bilgilerini (Beck vd., 2014;Lord & Orkwiszewski, 2006;Şeşen, & Tarhan, 2013), bilimsel süreç becerilerini (Deters, 2005;Hofstein, Shore & Kipnis, 2004;Yakar & Baykara, 2014), fen derslerine yönelik tutumlarını (Friel, Albaugh, & Marawi, 2005;Gibson & Chase, 2002;Jones, Gott & Jarman, 2000;Lord & Orkwiszewski, 2006;Mulopo, & Fowler, 1987;Şeşen& Tarhan, 2013;Yakar & Baykara, 2014), fen öğrenmeye yönelik motivasyonlarını (Bayram, Oskay, Erdem, Özgür, & Şen, 2013;Tuan, Chin, Tsai, & Cheng, 2005), bilimin doğasını anlamalarını (Backus, 2005), düşünme stillerini (Erdem & Alkan, 2015) ve iletişim becerilerini (Deters, 2005) artırdığı belirlenmiştir.…”

Preparing Digital Stories through the Inquiry-Based Learning Approach: Its Effect on Prospective Teachers’ Resistive Behaviors toward Research and Technology-Based Instruction

“…Compared to explanatory teaching methods, other teaching methods that motivate learners are ones where students are active in exploring knowledge and in structuring their own knowledge. Many studies in the literature have focused on the effect of inquiry-based teaching on motivation (Bayram et al, 2013;Marx et al, 2004;McCornick, 2008;Oliver, 2007;Prince & Felder, 2007;Tuan et al, 2005;Wimpey, Wade, &Benson, 2011). Shamsudin, Abdullah, andYaamat (2013) stated that inquiry-based teaching provides individuals with positive attitudes during the course, whereas individuals tend to have negative attitudes in traditionally taught courses because of factors such as uninteresting presentations, intense writing activities, and limited practice.…”

Searching for Active Learning Methods for New Product Development Purposes

“…Students are arranged in groups receiving instructor supports when needed [17]. This method is used mainly in undergraduate classes and also in laboratory experiments, mostly related to science [17]- [20] as biochemistry [21] and ecology [22].…”