The effect of guided inquiry and open inquiry methods on teacher candidates' science process skills

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dc.contributor.authorTatar, Erdal
dc.date.accessioned2024-09-18T20:28:00Z
dc.date.available2024-09-18T20:28:00Z
dc.date.issued2011
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThis study aimed to compare the effects of guided inquiry and open inquiry methods on teacher candidates' science process skills. The study sampling comprises 49 teacher candidates training in the second year of the Faculty of Education at a state university in Turkey. All of them study scientific research methods with the same teacher. Within the scope of the scientific research methods course, guided inquiry method was applied to one of the classes (25) chosen at random, while open inquiry method was applied to the other class (24) over a total of 10 weeks. Science Process Skills Test was applied as pre-test and post-test to both classes in order to compare the effects of the methods used to evaluate the acquisition of science process skills. In addition, the teacher candidates were asked to prepare research reports related to their studies. Furthermore, teacher candidates were asked open-ended questions to solicit their opinions about the methodology, and their written answers were taken. Analysis of covariance (ANCOVA) and independent t-test were used in order to analyze quantitative data of the study. Content analysis was used for the analysis of qualitative data. Analysis results indicated that guided inquiry method more effectively developed teacher candidates' science process skills test (F-(1,F-46)=4.403, p<0.05) and averages of the points they obtained from their research reports (t=3.08, p<0.05) in comparison to open inquiry method. Teacher candidates' opinions about open inquiry method were found to be more positive when compared with their opinions about guided inquiry.en_US
dc.identifier.endpage680en_US
dc.identifier.issn1308-7711
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-84861145560en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage669en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12483/10668
dc.identifier.volume3en_US
dc.identifier.wosWOS:000287470500025en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSila Scienceen_US
dc.relation.ispartofEnergy Education Science and Technology Part B-Social and Educational Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectInquiry based learningen_US
dc.subjectguided inquiryen_US
dc.subjectopen inquiryen_US
dc.subjectscience process skillsen_US
dc.titleThe effect of guided inquiry and open inquiry methods on teacher candidates' science process skillsen_US
dc.typeArticleen_US

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