Akademik Veri Yönetim Sistemi
The National Association for Research in Science Teaching (NARST), Maryland, Amerika Birleşik Devletleri, 30 Mart - 02 Nisan 2008, ss.211-212
The purposes of this study were to investigate the effect of inquiry based science laboratory course on pre-service
teachers’ (PTs) reasoning abilities and learning approaches, the relationship between PTs’ learning approaches and reasoning abilities, and how well do the learning approach and reasoning ability predict PTs’ achievement. The
sample of this study consisted of 83 pre-service elementary science PTs and elementary mathematics PTs, minoring in science education. Data were collected from Science Laboratory Application Course (SLAC). This course
is only the science laboratory courses taken at education faculty. Inquiry based teaching (IBT) approach was
implemented. The course instruction was designed to help PTs understand scientific concepts by engaging science
activities rather than just following cook book instruction. According t-test results for reasoning ability scores,
PTs’ pre-post test scores revealed that using IBT method in the lab course significantly increased the PTs’ reasoning abilities. Also, inquiry approach did not increase the PTs’ learning approaches. Chi square analysis revealed
that the probability of participants being accepted as formal level was about 11.4 times more likely when the
participants were doing meaningful learning as opposed to rote learning. Multiple regression analysis revealed that
students’ achievement was correlated with students reasoning abilities.