Süreç Odaklı Rehberli Sorgulayıcı Öğrenme Ortamında Öğrencilerin Elektrokimya Konusundaki Kavramsal Anlamaları ve Özdüzenleyici Öğrenme Becerilerinin İncelenmesi
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The purpose of this study was to investigate the effect of Process Oriented Guided Inquiry Learning (POGIL) method compared to traditional teaching method on 11th grade students’ conceptual understanding of electrochemistry concepts and self-regulated learning skills. The study was conducted during 2014-2015 spring semester. Participants were 115 students from one high school in Ankara. The embedded design which is one of the mixed research design was used. Two experimental groups and two control groups were randomly selected. Experimental groups were instructed with POGIL method, while control groups received traditional teaching method. Electrochemistry Concept Test (ECT) was administered toboth groups as a pretest and posttest in order to assess the students’ misconceptions and their conceptual understanding of electrochemistry concepts.