The effect of a new generation of question-based science teaching approach on academic success and scientific process skills of students in online learning environments

In this study, it is aimed to investigate the effect of new generation question-based science teaching approach on students' academic success and scientific process skills in online learning environments. For this purpose, new generation questions were asked and solved during the 6-week period included in the Science Education program by the "Interaction of Light with Matter" unit. Embedded design, one of the mixed method research designs, was used in the study. The research was conducted with 37 students studying in the 7th grade. Eighteen of these students are in the experimental group and 19 are in the control group. In the online environment, the subject was explained in line with the Science Curriculum, videos were watched, and the unit was processed with computer-aided applications. "The Interaction of Light with Matter Academic Achievement Test" and "Scientific Process Skill Test" were administered to the experimental and control group students as pre-test and post-test. In addition, 8 students who showed the highest and least increase between the pre-test and post-test were selected through maximum variation sampling from the students in the experimental group. Semi-structured interviews were conducted to determine the thoughts of these students about the new generation questions. According to the quantitative findings obtained from the research; There is no statistically significant difference between the scores of the experimental and control group students from the "Interaction of Light with Matter Academic Achievement" and "Scientific Process Skills" pre-tests. In the academic achievement post-test, it was concluded that the groups differed statistically significantly. It was observed that the academic achievement of the experimental group increased more. While no difference was observed in the control group in the post-test results of scientific process skills, it was determined that there was a significant difference in the experimental group. It is thought that the significant difference in academic achievement and scientific process skills in the experimental group stemmed from the new generation questions directed to the students. It can be concluded that new generation questions contribute to the development of students' scientific process skills and increase their academic success more. According to the qualitative findings, it was concluded that the new generation questions were the type of questions that the students were not accustomed to, that the questions were long and thought-oriented, therefore they had difficulties.