The effects of technology integrated inquiry-based instruction students' conceptual change toward chemistry course about chemical reactions

The purpose of this study was to explore effects of technology integrated inquiry-based instruction training on high school (tenth grade) students? conceptual change and attitude toward chemistry course about chemical reactions by comparing with traditional method.This study was administered the total 39 high school students (tenth grade) consisted of two different section students enrolled in Ankara the Foundation of Gazi University Private School by same teacher in the education year of 2007-2008. One of the sections was identified as control group and the other as experimental group and this identification was made randomly. After applying pretests to both groups the technology integrated inquiry-based instructions were given to experimental group while traditional instruction methods were used in control group during five weeks.While Scientific Process Skill Test and Logical Thinking Test were applied to the students only pre-test, Concept Test and Attitude Scale toward chemistry course were applied to the students as both pre-test and post-test. In analyzing the result of data obtained ANCOVA was used.The findings of this study indicated that technology integrated inquiry-based instruction method contributed meaningfully to students? conceptual changes and attitude toward chemistry course.