期刊名称：International Online Journal of Educational Sciences
电子版ISSN：1309-2707
出版年度：2021
卷号：13
期号：2
页码：432-446
语种：English
出版社：IOJES
摘要：In this study, the effect of open inquiry based learning (OIBL) approach on students' conceptual understanding was investigated. Quasi-experimental research design with pre-test and post-test control groups was used as research design. The research sample consisted of 60 students in 7th grade. 30 students in the sample were in the experimental group, 30 students were in the control group and the experimental and control groups were randomly assigned. Liquid Pressure Conceptual Understanding Test (LPCUT) was used to determine the students' ideas about liquid pressure. Semi-structured interviews were conducted with nine students in the experimental group before and after the instruction. A rubric consisting of five categories was used in the analysis of LPCUT. According to the results of the study, it was determined that the students in the experimental group who received instruction based on open inquiry gave a higher rate of scientific answers than the students in the control group. Based on the results of the research, it is thought that the use of the instructions revealed in the OIBL environment in science courses may be beneficial for the academic achievement of the students.
关键词：Open inquiry based learning;conceptual understanding;liquid pressure;secondary school students
