Science camps for introducing nature of scientific inquiry through student inquiries in nature: Two applications with retention study

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dc.authorid0000-0003-3076-1196en_US
dc.authorid0000-0002-4192-0028
dc.authorid0000-0002-4704-8605
dc.authorid0000-0003-1487-1264
dc.authorid0000-0003-4299-0893
dc.contributor.authorLeblebicioğlu, Gülşen
dc.contributor.authorAbik, Nazlı Miray
dc.contributor.authorÇapkınoğlu, Esra Yardımcı
dc.contributor.authorPeten, Duygu Metin
dc.contributor.authorDoğan, Eylem Eroğlu
dc.contributor.authorÇetin, Pınar Seda
dc.date.accessioned2021-06-23T19:50:48Z
dc.date.available2021-06-23T19:50:48Z
dc.date.issued2019
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractScientific inquiry is widely accepted as a method of science teaching. Understanding its characteristics, called Nature of Scientific Inquiry (NOSI), is also necessary for a whole conception of scientific inquiry. In this study NOSI aspects were taught explicitly through student inquiries in nature in two summer science camps. Students conducted four inquiries through their questions about surrounding soil, water, plants, and animals under the guidance of university science educators. At the end of each investigation, students presented their inquiry. NOSI aspects were made explicit by one of the science educators in the context of the investigations. Effectiveness of the science camp program and its retention were determined by applying Views of Scientific Inquiry (VOSI-S) (Schwartz et al. 2008) questionnaire as pre-, post-, and retention test after two months. The patterns in the data were similar. The science camp program was effective in developing three of six NOSI aspects which were questions guide scientific research, multiple methods of research, and difference between data and evidence. Students' learning of these aspects was retained. Discussion about these and the other three aspects is included in the paper. Implications of differences between school and out-of-school science experiences are also discussed.en_US
dc.identifier.doi10.1007/s11165-017-9652-0
dc.identifier.endpage1255en_US
dc.identifier.issn0157-244X
dc.identifier.issn1573-1898
dc.identifier.issue49en_US
dc.identifier.scopus2-s2.0-85028334121en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1231en_US
dc.identifier.urihttps://doi.org/10.1007/s11165-017-9652-0
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9863
dc.identifier.volume49en_US
dc.identifier.wosWOS:000492471000004en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorLeblebicioğlu, Gülşen
dc.institutionauthorAbik, Nazlı Miray
dc.institutionauthorDoğan, Eylem Eroğlu
dc.institutionauthorÇetin, Pınar Seda
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofResearch In Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectScience Campen_US
dc.subjectScientific Inquiryen_US
dc.subjectViews of Scientific Inquiry (VOSI)en_US
dc.titleScience camps for introducing nature of scientific inquiry through student inquiries in nature: Two applications with retention studyen_US
dc.typeArticleen_US

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