An investigation of the effect of teaching designed by integral ASIE model on pre-service science teachers' learning on genetics

In this research, it was aimed to determine the effect of using the activities designed with the Integral ASIE Model on academic achievement in teaching genetics of genetic and biotechnology lesson of third grade science teacher candidates and determine the opinions of teacher candidates regarding to this model and the instructional design process. The research was carried out with 39 third grade science teacher candidates who were studying at Science Education Department of Education Faculty of Kastamonu University in the spring semester of 2016-2017 academic year. The participants who were in two different branches were included to the research as 22 in experimental group and 17 in control group. The control and the experimental group were assigned randomly. The research is based on a mixed research approach in which qualitative and quantitative research design are used together. While the learning activities which is designed with the Integral ASIE model were used for the teacher candidates who were in experiment group to learn genetics, current science teaching program topics were processed for the teacher candidates who were in the control group. In obtaining the data of the research, The Learning Styles Test (ÖST) was used to determine the learning styles both two groups and the Genetic Success Test (GBT) was applied to determine the knowledge levels related to the genetic context. Semi-structured interviews to determine the views about Integral ASIE model and the instructional design process in total 6 teacher candidates, two of which were lower-middle-higher achievement levels that was determined according to the results of GBT were conducted to only teacher candidates who were in experimental group. The quantitative data obtained in the study were analyzed using SPSS 22.00 statistical package program. In order to determine the significance of the difference between pre-test/post-test scores of the experimental and control groups, non-parametric tests were used on the data which was collected from the working group and analyzed with the Mann-Whitney U test and the findings were interpreted at a significance level of 0,05. As a result of the analysis made, it was concluded that genetics which is designed according to the Integral ASIE model, is effective in increasing the academic success of science teacher candidates. According to the findings of the content analysis of the data obtained from the semi-structured interviews which were applied only to teacher candidates who were in experimental group through the findings obtained in accordance with the themes and codes, it has been reached that the teacher candidates who have been taught with the Integral ASIE Model have more interest and motivation to the lesson. The model has also been found helpful in providing effective and quality learning and helping to defeat the exam fears. Findings obtained from qualitative and quantitative data in the study were found to be compatible with each other.