期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：7
页码：2817-2837
DOI：10.29333/ejmste/90758
出版社：Pamukkale Univ Dept Sci Education
摘要：This study compared the effect of the instructional treatments (guided inquiry-based
and traditional recipe-like approach) and the learning environments (authentic and
virtual learning environments) on pre-service science teachers’ understanding of
chemistry concepts. For this purpose, Authentic Inquiry-based Laboratory, Virtual
Inquiry-based Laboratory, Authentic Recipe-like Laboratory and Virtual Recipe-like
Laboratory were designed. Eight laboratory activities related to thermochemistry,
chemical kinetics, chemical equilibrium, acids and bases and electrochemistry were
developed. Sixty-eight pre-service science teachers were randomly stratified into four
equal groups: Authentic Inquiry-based Laboratory, Virtual Inquiry-based Laboratory,
Virtual Recipe-like Laboratory and Authentic Recipe-like Laboratory. A two-tier General
Chemistry Concept Test developed by researchers was used for the data collection tool
before and after the treatment and data were analysed using nonparametric statistical
methods. According to the results there was a significant difference between post test
scores of groups and this difference was between Authentic Inquiry-based Laboratory
and Authentic Recipe-like Laboratory, Virtual Inquiry-based Laboratory and Authentic
Recipe-like Laboratory. Mean scores of groups were arranged from the highest to the
least as Authentic Inquiry-based Laboratory, Virtual Inquiry-based Laboratory, Virtual
Recipe-like Laboratory and Authentic Recipe-like Laboratory. Each item of the test was
also analysed and changing of alternative conceptions was assessed. Decreasing of
frequencies of alternative conceptions were generally arranged same as mean scores
except for chemical kinetics.
关键词：guided inquiry-based learning; understanding of chemistry concepts;
virtual laboratory
