Improving middle school students' understanding about scientific inquiry through creative problem-solving modules enriched with the history of science

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dc.authorid0000-0003-2225-0812
dc.contributor.authorÖzer, Ferah
dc.contributor.authorDoğan, Nihal
dc.date.accessioned2024-09-25T20:00:09Z
dc.date.available2024-09-25T20:00:09Z
dc.date.issued2024
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi en_US
dc.description.abstractResearch showed that middle school students' understandings of scientific inquiry in Turkiye are inadequate in spite of the science curriculum reforms that have been conducted in recent years. And thus, contemporary science curricula should be organized as learning environments where students can find creative solutions to real -life problems using inquiry, collaboration, and reflection and can experience the process of creating scientific knowledge. In line with this, in this study, it was aimed to improve the understanding about scientific inquiry of middle school students through learning environments namely Creative Problem -Solving Modules Enriched with History of Science, and to compare their effectiveness with the current science curriculum. The participants of the study were students in the 5th, 6th, and 7th grades, who were grouped as intervention (N=141) and control (N=77). Since it is a quasi -experimental study, classroom interventions namely Creative Problem -Solving Modules Enriched with History of Science were implemented in the intervention classrooms for one academic year, whereas in the control group classes, the Ministry of National Education Science (MoNE) curriculum practices, which has the vision of scientific literacy and is based on the inquiry -based teaching approaches, were applied. The data collection tool of the study was Views About Scientific Inquiry (VASI) Questionnaire developed by Lederman et al. (2014) which consists of open-ended questions. VASI was administrated as a pre-test and post-test to both groups, and additionally focus group interviews were conducted with VASI questions. The results showed that the changes in the understanding of the aspects of SI-2 (There is no single set or sequence of steps followed in all investigations) and SI-8 (Explanations are developed from a combination of collected data and what is already known) were found statistically significant in favor of intervention groups. Moreover, although the lowest percentage of naive students were found in the intervention groups prior to interventions, it was found that the current curriculum practices were not found as effective as the Creative Problem-Solving Modules Enriched with History of Science in improving these understandings of middle school students. In line with this, the Creative Problem-Solving Modules Enriched with History of Science helped students in the intervention groups to be at the informed level on all aspects of SI except SI-1 (Scientific investigations all begin with a question but do not necessarily test a hypothesis) and SI-2 (There is no single set or sequence of steps followed in all investigations). However, no students from the control groups were found at the informed level in 5 of 8 aspects of SI (SI-1, SI-2, SI-5, SI-7, and SI-8). While the effect of the Creative Problem -Solving Modules Enriched with History of Science interventions on the development of scientific inquiry understandings varies by grade level; it was also found that current inquiry -based science curriculum practices had a limited effect regardless of the grade level. The results showed that in the intervention groups in which the modules were implemented, 7th and 5th grades were the ones who improved their understanding the most. In line with the study results, implications were discussed and recommendations for policymakers are provided.en_US
dc.description.sponsorshipScientific Research Project Office of Bolu Abant Izzet Baysal University [2017.02.04.1184]en_US
dc.description.sponsorshipThis study was carried out within the scope of the scientific research project numbered 2017.02.04.1184 supported by the Scientific Research Project Office of Bolu Abant Izzet Baysal University. We express our gratitude to Bolu Abant Izzet Baysal University for their contributions and science teachers Mrs. Ba & scedil;kalyoncu and Mr. Emen, who voluntarily participated in the study and supported the interventions by allowing authors to practice in their classrooms.en_US
dc.identifier.doi10.15390/EB.2023.12424
dc.identifier.endpage200en_US
dc.identifier.issn1300-1337
dc.identifier.issue217en_US
dc.identifier.scopus2-s2.0-85185593645en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage159en_US
dc.identifier.trdizinid1254010en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2023.12424
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1254010
dc.identifier.urihttps://hdl.handle.net/20.500.12491/14109
dc.identifier.volume49en_US
dc.identifier.wosWOS:001156453800008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorDoğan, Nihal
dc.institutionauthorid0000-0003-2225-0812
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEğitim ve Bilim-Education And Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.subjectUnderstanding About Scientific Inquiryen_US
dc.subjectProblem-Based Learningen_US
dc.subjectHistory of Scienceen_US
dc.subjectMiddle School Studentsen_US
dc.subjectCreative Problem-Solving Modulesen_US
dc.titleImproving middle school students' understanding about scientific inquiry through creative problem-solving modules enriched with the history of scienceen_US
dc.typeArticleen_US

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