Açık ve Doğrulayıcı Sorgulamaya Dayalı Öğrenme Yaklaşımlarının Öğretmen Adaylarının Geometrik Optik Konularındaki Başarılarına Etkisi

Abstract

The aim of this study is to examine the effects of the applications in the General PhysicsLaboratory III (Geometric Optics Subjects) course on the academic achievement of prospectivescience teachers according to open questioning and confirmatory questioning learningapproaches. In this context, a total of 44 pre-service teachers, 23 of whom were experimental and21 of whom were in the control group, taking General Physics Laboratory III course in thesecond year of Science Education Program in a public university in Ankara in the 2018-2019academic year fall semester form the study group of the research. The research was conductedwithin the framework of quasi-experimental design from quantitative research patterns. The datawere collected as pre-test before the application process started and as post-test after theapplication process finished. SPSS 21 statistical analysis program was used to analyze the data.Descriptive statistical techniques were used to determine the general distributions of prospectiveteachers' responses to the test used in the study. The quasi-experimental design with pre-test andpost-test control group in which the effects of laboratory practices organized according to open questioning and confirmatory questioning-based learning approaches on the academic achievement of the prospective teachers were used. In the study, then, the achievement test posttest mean scores of the prospective teachers in the experimental and control groups were compared and a significant difference was found between the achievement test post-test mean scores in favor of the experimental group.