Abstract
This study aims to investigate the effect of guided inquiry-based learning approach on conceptual change and durability of sixth-grade middle school students regarding density concept. In this study, qualitative research methods were used. The study group consisted of 26 students studying in the sixth grade of a state middle school in the western part of Turkey. The data collection tool Test of Conceptual Understanding of Density (TCUD), including three open-ended questions, was used. TCUD was administered to the students in the study group before, immediately after, 6 weeks after and 24 weeks after the instruction. The results showed that the rate of giving scientific answers about the density concept of increased, whereas the rate of misconceptions decreased. It was also determined that the students were able to preserve scientific knowledge 6 and 24 weeks after the instruction, even if it was not the same as after the instruction. The effect of the course content which was prepared by following the guided inquiry-based learning approach on students' conceptual change and durability regarding the concept of density was discussed within the scope of the relevant literature and suggestions were made for further studies. Keywords: Conceptual change, conceptual durability, guided inquiry, middle school students
Highlights
The idea of using inquiry as a teaching method dates back to the mid-20th century
This study aims to investigate the effect of guided inquiry-based learning approach on conceptual change and durability of sixth-grade middle school students regarding density concept
The effect of this instruction on the change in students' ideas after instruction and on the durability of their ideas after long periods was investigated. From this point of view, this study aims to investigate the effect of guided inquiry-based learning approach on conceptual change and durability processes of sixth-grade middle school students regarding density concept
Summary
The idea of using inquiry as a teaching method dates back to the mid-20th century. In particular, the inquiry-based learning approach emphasises learning process rather than the outcome. It is necessary to discuss the change in non-scientific ideas of students about the concept learned through inquiry-based learning and the durability of scientific answers. In their study, Trundle, Atwood and Christopher (2007) state that some pre-service teachers have their misconceptions again long after the instruction In this case, it will be difficult to explain whether a conceptual change occurs in students. Almuntasheri, Gillies and Wright (2016) investigated the effect of guided inquiry-based instruction on sixth-grade students' learning of the concept of density with 6 teachers and 107 students. It was stated that guided research inquiry-based instruction was effective in explaining students' concept of density and developing conceptual understanding compared to teacher-centered instruction. In his study, Joung (2009) aimed to reveal mental models of students who did not have any knowledge about floating and sinking concepts and found that the vast majority of students first thought about the depth of water and the width of the object about floating and sinking. Scherr (2003) stated that inquiry-based instruction was more effective in students' learning about mass, volume and density than traditional instructional methods
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