The effects of a laboratory based on the 7e model with verification laboratory approach on students? development of science process skills and conceptual achievement

The purpose of this study was to compare the effects of a verification laboratory approach with laboratory approach based on 7E Model on university students? development of science process skills and conceptual achievement in the general physics laboratory. In this study the sample consisted of 81 freshman university students who were taking the General Physics Laboratory-I- course at the Gazi University Faculty of Gazi Education Department of Science Teaching Programme. The research was applied in fall semester of 2005-2006 academic year. In this study pretest-posttest design with control group was used. The night class students(43) which are taken lower weighted standard points of Student Selection Exam (SSE) than day class students, was selected as experimental group. Day class students (38) was selected as control group. As sample of study weren?t ? This researh has been supported by Gazi University Fund of Scientific Research and Project. VII divided two groups (experimental and control) randomly, this study was quasiexperimental in design. In this research, 7E Model based laboratory approach was applied in experimental group and traditional verification laboratory approach was used in control group. Besides, during eight weeks, experiments were recorded with a video-camera by researcher. In order to assess hypotheses of study three assesment tools were used: First tool is Science Process Skills Test (SPST) was used whether the development of science process skills of students is related to two types laboratory approach. In the SPST, was developed to measure the abilities of identifying and controlling variables, defining operationally, stating hypothesis, interpreting data and graphs, and designing investigations. The second and third tools are Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation (FMCE) were used to compare conceptual understanding of control and experimental group students. Three tools were given to both groups as pretest and posttest. ANCOVA (Analysis of Covariance), MANCOVA (Multivariate Analyses of Covariance) and dependent t-test techniques were used for testing the hypotheses of study. The meaningful level of the results was accepted .05 Results of the analyses showed that there was a significant difference between the effect of traditional laboratory approach and 7E model based laboratory approach on development of science process skills and conceptual achievement. The findings of study suggest that the 7E model based laboratory approach applications are more effective than the traditional verification laboratory approach applications in terms of students? science skills and conceptual understanding. Several suggestions were made to improve effective physics laboratories at secondary and higher education levels using the constructivist laboratory model.