About this paper

Appears in:
Page: 950 (abstract only)
Publication year: 2014
ISBN: 978-84-617-2484-0
ISSN: 2340-1095

Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain

INVESTIGATION OF EFFECTS OF SOME LEARNING METHODS ON PRE-SERVICE TEACHERS’ SCIENTIFIC PROCESS AND CRITICAL THINKING SKILLS

E. Ince, Y. Acar

Istanbul University (TURKEY)
The purpose of the study is to determine the effects of pre-service science teachers‟ scientific process and critical thinking skills on the Predict-Observation-Explain and Inquiry based strategies that have been applied to Science Education first grade pre- teachers at the General Physics-I Laboratory. In this study, the sample consists of the Science Education Department students that attended Physics-I Laboratory course during 2013-2014 Fall Semester at Istanbul University. The sample consists of 46 female and 9 male in total 55 pre-service teachers. The study‟s experimental groups‟ were assigned randomly and experimental group-1 contained 27, experimental group-2 contained 28 pre-service teachers. In the study, pretest-posttest without control group experimental design was used. In the study, Predict-Observation-Explain strategy was applied to experimental group-1 and Inquiry based strategy was applied to experimental group-2. In order to determine the effects of each strategy on pre-service teachers‟ critical thinking, California Critical Thinking Disposition Inventory was used. In order to determine the effects of each strategy on pre-service teachers‟ scientific process skills, Scientific Process Skill Inventory was used. The inventories were applied to pre- service teachers as pre and posttests. Quantitative data were analyzed via SPSS.18 package program in digital platform. Descriptive statistics, independent sample t-test, paired sample t-test, one way variance analysis (Anova) were used to analyze quantitative data, Tukey HSD was used to define the sources of sub-dimensions‟ significant differences.

The result of the study demonstrated that significant difference was not occurred statistically in pre-service teachers‟ scientific process skills and their sub-dimensions in the Laboratory courses in which Predict-Observation-Explain strategy was used; on the other hand, significant differences was occurred statistically in pre-service teachers‟ critical thinking skills and their sub-dimensions. In the laboratory courses in which inquiry based strategy was used, significant differences occurred in pre- service teachers‟ scientific process skills and critical thinking skills and their both sub-dimensions.
@InProceedings{INCE2014INV,
author = {Ince, E. and Acar, Y.},
title = {INVESTIGATION OF EFFECTS OF SOME LEARNING METHODS ON PRE-SERVICE TEACHERS’ SCIENTIFIC PROCESS AND CRITICAL THINKING SKILLS},
series = {7th International Conference of Education, Research and Innovation},
booktitle = {ICERI2014 Proceedings},
isbn = {978-84-617-2484-0},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {17-19 November, 2014},
year = {2014},
pages = {950}}
TY - CONF
AU - E. Ince AU - Y. Acar
TI - INVESTIGATION OF EFFECTS OF SOME LEARNING METHODS ON PRE-SERVICE TEACHERS’ SCIENTIFIC PROCESS AND CRITICAL THINKING SKILLS
SN - 978-84-617-2484-0/2340-1095
PY - 2014
Y1 - 17-19 November, 2014
CI - Seville, Spain
JO - 7th International Conference of Education, Research and Innovation
JA - ICERI2014 Proceedings
SP - 950
EP - 950
ER -
E. Ince, Y. Acar (2014) INVESTIGATION OF EFFECTS OF SOME LEARNING METHODS ON PRE-SERVICE TEACHERS’ SCIENTIFIC PROCESS AND CRITICAL THINKING SKILLS, ICERI2014 Proceedings, p. 950.
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