Yapı İskelesi Destekli Simülasyon Tabanlı Sorgulayıcı Öğrenme Ortamının Gazlar Konusunu Anlamaya Etkisi

Abstract

This study aims to investigate effects of scaffolded simulation-based inquiry learning environment on students' understanding and motivation of gases. The study group of research consists of 60 11th-grade students studying in a high school in Ankara in 2023-2024 academic year, where Ministry of National Education (MoNE) curriculum is implemented. The study was carried out with nonequivalent control group design. For the study, implementation was carried out with two experimental, one control group. During this process, in experimental group 1 (N=20), the lessons were taught with scaffolded simulation-based inquiry learning, in experimental group 2 (N=20) with scaffolded inquiry learning, and in control group (N=20) with traditional teaching method. As data collection tools, Gases Concept Test (GCT), Gases Achievement Test (GAT) were used to examine students’ understanding of gases, Motivated Strategies for Learning Questionnaire (MSLQ) was used to determine students’ motivation towards chemistry course, Interview Form (IF) was used to obtain students' opinions about PhET simulations. For analysis of quantitative data, dependent samples t-test, one-way ANOVA, Wilcoxon Signed Ranks and Kruskal Wallis test were applied. Qualitative data were analyzed by content analysis. As a result of analyses, it was found that there was a significant difference in favor experimental groups in GCT scores, substantial difference between all groups in GAT results, and no significant difference between the groups in MSLQ scores. Furthermore, it was seen that students mostly expressed positive opinions about effect, use of PhET simulations in learning. This study is thought to guide research on scaffolded simulation-based inquiry learning environments.