DEVELOPMENT OF SCIENTIFIC INQUIRY SKILLS OF SCIENCE TEACHING THROUGH ARGUMENT-FOCUSED VIRTUAL LABORATORY APPLICATIONS

Aysegul Kınık Topalsan

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DEVELOPMENT OF SCIENTIFIC INQUIRY SKILLS OF SCIENCE TEACHING THROUGH ARGUMENT-FOCUSED VIRTUAL LABORATORY APPLICATIONS

Title	DEVELOPMENT OF SCIENTIFIC INQUIRY SKILLS OF SCIENCE TEACHING THROUGH ARGUMENT-FOCUSED VIRTUAL LABORATORY APPLICATIONS
Publication Type	Journal Article
Year of Publication	2020
Authors	Topalsan, AKınık
Journal	Journal of Baltic Science Education
Volume	19
Issue	4
Start Page	628-646
Pagination	Continuous
Date Published	August/2020
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	argumentation-based experimental learning methods, mixed-method, scientific inquiry, semi-structured interviews, virtual laboratory
Abstract	This research designed within the scope of a TUBITAK 4005 project aimed to give science teachers training on argumentation-based learning, to provide them with scientific inquiry experience, to ensure that they gain skills to develop argumentation-based experimental learning methods. Throughout the research, 100 science teachers were given a four-day (28 hours in total) training program in virtual labs that would enable them to make scientific inquiries through argumentation-based experimental activities developed in accordance with the science curriculum. The “Opinion Scale for the Virtual Lab” and the “Principles of Scientific Inquiry- Teacher” were applied to the participants as a pre-test and post-test. Following the implementation phase, the “Assessing Argumentation-based Science Learning Activities- Scale” was applied to the participating students and teachers. In addition, semi-structured interviews were conducted with randomly selected 15 teachers and 15 students. When all the obtained data were evaluated qualitatively and quantitatively, a statistically moderate effect was determined on the teachers' post-test scores from the “Opinion Scale for the Virtual Lab” and the “Principles of Scientific Inquiry- Teacher.” Also, the participating students and teachers mostly expressed positive views in the “Assessing Argumentation-based Science Learning Activities- Scale” applied after the implementation phase.
URL	http://oaji.net/articles/2020/987-1597214587.pdf
DOI	10.33225/jbse/20.19.628
Refereed Designation	Refereed
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