The effects of guided inquiry method which applying with different methods to university students? chemistry achievements, attitudes toward chemistry and teaching method

The purpose of this study was to investigate the effects of guided inquiry method on science teacher first grade students? achievements of solving stoichiometry problems in chemistry, their attitudes toward chemistry and toward guided inquiry method.The sample of study consisted of 55 students who is in Abant İzzet Baysal University science teacher first grade, in Bolu during 2007-2008 educational year. The study was carried out in General Chemistry I for 7 weeks. In university double-session teaching that are first instruction and second instruction are applied and are taught by the same faculty staff. There is one class in first and second instruction, experimental and control groups were randomly chosen from classes. Study has an experimental group and a control group. In the experimental group activities along with Stoichiometry Problems in chemistry which was prepared according to guided inquiry method were applied in cooperative learning; where as in control group the same activities were applied in individual learning.In order to assess the effects of guided inquiry method on science teacher first grade students? achievements of solving stoichiometry problems in chemistry and attitudes toward chemistry, In Chemistry Stoichiometry Problems Solving Achievement Test and Scale for Attitudes Toward Chemistry were applied as pre and post tests to control and experimental groups. For assessing attitudes of students in both group toward the educational method used in study, Attitude Scale toward Guided Inquiry Method was applied as a post test.To test the hypotheses, conducting descriptive statistics, MANCOVA, ANCOVA, independent t -test and correlation analysis were used. According to findings of study, the experimental group scored higher than the control group in solving stoichiometry problems achievement in chemistry. However , in chemistry stoichiometry problems solving achievement test?s sub-dimensions were examined, there was a significant difference for experimental group in students? solving problem achievement, solving stoichiometry problems sub-dimension along with elements and compounds, chemical reactions and solutions but, there was no significant difference between both group?s achievements in solving stoichiometry problems sub-dimension along with gases. Also, there was no significant difference between both groups? attitudes toward chemistry and toward guided inquiry method.Some suggestions to increase students? achievement and to improve positive attitude about lessons are given under the light of finding in the study and under the guidance of the previous research in the literature in this field.Key Words: Guided Inquiry Method, Cooperative Learning Method, Stoichiometry Problems