Akademik Veri Yönetim Sistemi
International Conference on Science, Mathematics, Entrepreneurship and Technology Education (FMGTEK) , İzmir, Türkiye, 12 - 14 Nisan 2019, ss.138-139
The purpose of this study is to discover the impact of Process Oriented Guided Inquiry Learning
(POGIL) approach on 7th grade students’ motivation to science course and logical thinking ability in the
context of pure substances and mixtures. Non-equivalent control group design was employed. 54
seventh grade students were participated. Experimental group involved 28 and control group involved
26 students. They were selected by convenience sampling. Control group students were taught by
whole-class discussion considering the textbook while POGIL was implemented in the experimental
group. In POGIL classroom, materials including critical thinking questions designed based on learning
cycle model were studied by the students in cooperative learning teams. Group Assessment of Logical
Thinking (GALT) containing 21 items were used to measure formal thinking ability of the students. The
developers reported the reliability (alpha) as 0.85. Participants’ motivation to science lesson was
measured by motivation section of Motivated Strategies for Learning Questionnaire (MSLQ). GALT and
MSLQ were administered as pre-test and as pos-test six weeks after the pre-test. Since pre-MSLQ and
pre-GALT scores were not distributed normally, Mann-Whitney U Test was used to compare the groups. According to the results, there was no difference between the groups in terms of pre-GALT and pre-MSLQ scores, U= 290.5, z= -1.30, p=0.19 and U= 318.5, z = -0.79, p= 0.43, respectively. Independent samples t-test was used to compare the groups in terms of post-GALT and post-MSLQ. Results revealed that there was a significant difference between the groups in terms of both post-GALT and post-MSLQ, t(52)= 4.13, p = 0.00, η2=0.24 and t(52)= 1.40, p = 0.001, η2=0.19, respectively. To conclude, POGIL instruction improved 7th grade students’ motivation to science course and logical thinking ability with large effect sizes.