Implementing collaborative inquiry in a middle school science course

Özkanbaş M., Taştan Kırık Ö.

CHEMISTRY EDUCATION RESEARCH AND PRACTICE, cilt.21, ss.1199-1217, 2020 (SCI-Expanded)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 21
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1039/c9rp00231f
  • Dergi Adı: CHEMISTRY EDUCATION RESEARCH AND PRACTICE
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.1199-1217
  • Çukurova Üniversitesi Adresli: Evet

Özet

Process Oriented Guided Inquiry Learning (POGILs) as a collaborative inquiry method has been widely used in teaching chemistry to high school and college students. This paper presents the impact of POGIL on 65 middle school students’ understanding about nature of matter. It is a quasi-experimental non-equivalent control group design study in which a control group taught by whole class instruction was compared to the experimental group which was taught by POGIL in the context of the ‘‘Particulate Nature of Matter (PNM) Unit’’ including PNM, physical and chemical change and density topics. A Nature of Matter Achievement Test was administered as both pre- and post-test. It was found that a POGIL method improved students’ achievement more than teacher-centered whole-class instruction. This study provides evidence supporting the fact that POGIL is an effective pedagogy to teach nature of matter to middle school students.