Effect of Inquiry-Based Biology Laboratory Applications on Scientific Process Skills, Attitude, Self-Efficacy and Self-Confidence
DOI:
https://doi.org/10.52634/mier/2021/v11/i1/1751Keywords:
Pre-service Biology Teachers, Guided Inquiry-based Instructions, Biology Laboratory, Scientific Process SkillsAbstract
This study examined the effects of inquiry-based biology laboratory applications on pre-service biology teachers’ scientific process skills, attitudes, self-efficacy, and self-confidence in the laboratory. In this context, many related tests and scales were applied to first-year students of biology education (N=25). The research adopted the pre-test and post-test control group model. The results showed that laboratory practices based on both the corroborative and the guided inquiry approach increase the scientific process skills of the prospective teachers. Guided inquiry-based laboratory practices have increased the attitudes of pre-service biology teachers toward laboratory lessons. However, self-efficacy and self-confidence of the pre-service teachers taking part in corroborative laboratory practices increased, while guided inquiry methods did not have a significant effect on self-efficacy and self-confidence. The findings of the study highlighted the importance of a guided inquiry approach in the laboratory applications related training of pre-service biology teachers.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
References
Acarli, D. S., & Dervisoglu, S. (2018). Pre-service biology teachers’ views towards guided inquiry-based instructions in laboratory. Science Education Art and Technology Journal, 2(1), 22-34.
Ajzen, I. (2001). Nature and Operation of Attitudes. Annual Review of Psychology, 52(1), 27-58. https://doi.org/10.1146/annurev.psych.52.1.27
Akben, N. (2015). The Effect of Open Inquiry-Based Laboratory Activities on Prospective Teachers’ Misconceptions about Matter. International Online Journal of Educational Sciences, 7(3), 164-178. https://doi.org/10.15345/iojes.2015.03.003
Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an Inquiry-based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences? International Journal of Science Education, 29(14), 1745-1765. https://doi.org/10.1080/09500690601075629
Akpinar, E., & Yildiz, E. (2006). Investigation of the effect of open-ended experiment technique on the attitudes of students toward laboratory. Journal of Buca Faculty of Education, 20, 69-76.
Beck, C., Butler, A., & da Silva, K. B. (2014). Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade? CBE—Life Sciences Education, 13(3), 444-452. https://doi.org/10.1187/cbe.13-12-0245
Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education,94(4),577-616. https://doi.org/10.1002/sce.20390
Cairns, D., & Areepattamannil, S. (2019). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49(1), 1-23.
Colburn, A. (2000). An inquiry primer. Science Scope, 42-44.
Davis, E. A., Petish, D., & Smithey, J. (2006). Challenges New Science Teachers Face. Review of Educational Research, 76(4), 607-651. https://doi.org/10.3102/00346543076004607
Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory and Practice, 15(1), 267-283.
Derting, T. L., & Ebert-May, D. (2010). Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement. CBE—Life Sciences Education, 9(4), 462-472. https://doi.org/10.1187/cbe.10-02-0011
Domin, D. S. (1999). A Review of Laboratory Instruction Styles. Journal of Chemical Education, 76(4), 543-543. https://doi.org/10.1021/ed076p543
Duru, M. K., Demir, S., Önen, F., & Benzer, E. (2011). The effects of inquiry-based laboratory applications to preservice science teachers’ laboratory environment perceptions, attitudes and scientific process skills. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 33, 25-44.
Ekici, G. (2002). The attitude scale of biology teachers toward laboratory lesson. Hacettepe University Journal of Education, 22, 62-66.
Ekici, G. (2005). The validity and reliability of the biology self-efficacy instrument. Hacettepe University Journal of Education, 29, 85-94.
Ekici, G. (2009). Adaptation of the Biology Self-Efficacy Scale to Turkish. Kastamonu Education Journal, 17(1), 111-124.
Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90(3), 453-467. https://doi.org/10.1002/sce.20130
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching. Review of Educational Research, 82(3), 300-329. https://doi.org/10.3102/0034654312457206
Gangoli, S. G., & Gurumurthy, C. (1995). A study of the effectiveness of a guided open-ended approach to physics experiments. International Journal of Science Education, 17(2), 233-241. https://doi.org/10.1080/0950069950170207
Geban, Ö., Askar, P., & Özkan, Ï. (1992). Effects of Computer Simulations and Problem-Solving Approaches on High School Students. The Journal of Educational Research, 86(1), 5-10. https://doi.org/10.1080/00220671.1992.9941821
Gehring, K. M., & Eastman, D. A. (2008). Information Fluency for Undergraduate Biology Majors: Applications of Inquiry-based Learning in a Developmental Biology Course. CBE—Life Sciences Education,7(1),54-63. https://doi.org/10.1187/cbe.07-10-0091
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and
Learning, 3(2). https://doi.org/10.20429/ijsotl.2009.030216
Hsu, M. T. (2000). An exploratory study of the relationship between the attitude toward science self-efficacy in life science and representation of nutrition- health beliefs/ academic achievement of students at institute of technology.
National Taiwan Normal University. (Unpublished Doctoral Thesis) Kaya, G., & Yilmaz, S. (2016). The impact of open inquiry-based learning on students’ achievement and development of science process skills.
Hacettepe University Journal of Education, 31(2), 300-318.
Krystyniak, R. A. (2001). The effect of participation in an extended inquiry project on general chemistry students’ laboratory interactions, confidence and process skills. University of Northern, Colorado. (Unpublished Doctoral Thesis)
Okey, J. R., Wise, K. C., & Burns, J. C. (1982). Integrated process skills test ii. Athens: Department of Science Education, University of Georgia. Rwanto, Saputro, A. D., Rohaeti, E., & nti Kolonial Prodjosantoso. (2019). Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers. Eurasian Journal of Educational Research, 19(80), 1-20. https://doi.org/10.14689/ejer.2019.80.8
Tan, M., & Temiz, B. K. (2003). The importance and role of the science process skills in science teaching. Pamukkale University Journal of Education, 1(13), 89-101.
Tatar, N., & Kuru, M. (2006). The effect of inquiry-based learning approach in science education on academic achievement. Hacettepe University Journal of Education, 31, 147-158.
Timur, B., & Kincal, R. Y. (2010). The effect of inquiry teaching on student achievement in 7th grade science course. Journal of Turkish Educational Sciences, 8(1), 41-65.
Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112-143. https://doi.org/10.1002/sce.10044
Wu, H.-K., & Krajcik, J. S. (2006). Inscriptional practices in two inquiry-based classrooms: A case study of seventh graders’ use of data tables and graphs. Journal of Research in Science Teaching, 43(1), 63-95. https://doi.org/10.1002/tea.20092
Yoon, H. G., Joung, Y. J., & Kim, M. (2012). The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: Difficulties on and under the scene. Research in Science Education, 42(3), 589-608.
Yurdatapan, M. (2013). The effect of problem-based laboratory activities on self-confidence, self-efficacy and science process skills of students. Hacettepe University Journal of Education, Special Issue, 1, 421-435.
Zion, M., Schanin, I., & Shmueli, E. R. (2013). Teachers’ performances during a practical dynamic open inquiry process (Vol. 19). Informa UK Limited. https://doi.org/10.1080/13540602.2013.827457