THE EFFECT OF INQUIRY-BASED LEARNING ON GIFTED AND TALENTED STUDENTS’ UNDERSTANDING OF ACIDS-BASES CONCEPTS AND MOTIVATION

TitleTHE EFFECT OF INQUIRY-BASED LEARNING ON GIFTED AND TALENTED STUDENTS’ UNDERSTANDING OF ACIDS-BASES CONCEPTS AND MOTIVATION
Publication TypeJournal Article
Year of Publication2017
AuthorsSinem Dinçol Özgür, Yılmaz, A
JournalJournal of Baltic Science Education
Volume16
Issue6
Start Page994-1008
PaginationContinuous
Date PublishedDecember/2017
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsachievement, acids-bases concepts, gifted and talented students, guided inquiry-based learning, motivation towards science learning
Abstract

Inquiry-based learning is a usable approach in developing gifted and talented students’ learning and one that overlaps with their properties and learning needs. The aim of this research was to examine the effect of guided inquiry-based learning approach compared with that of traditional teacher-centered instruction on gifted and talented eighth grade students’ understanding of acids-bases concepts and motivation towards science learning. A nonequivalent control group design was used in the research. The participants were 40 gifted and talented eighth grade students from one Science and Art Center in Ankara/Turkey. There were two different groups: the experimental group and the control group. The Acids and Bases Diagnostic Test and Students’ Motivation towards Science Learning questionnaire were used in the research as data collection tools. Before and after the implementation, the tools were administered as pre-test and post-test to both groups. For data analysis the independent samples t-test and multivariate analysis of variance (MANOVA) was used. The results showed that there was a statistical significant difference between the groups in favor of the experimental group.

URLhttp://oaji.net/articles/2017/987-1513971383.pdf
Refereed DesignationRefereed
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