The effect of the dual situated learning model on students' inquiry learning skills, scientific process skills, and conceptual achievement in the topic of 'pure substances and mixtures'

The aim of this study is to examine the effects of the Dual Situated Learning Model (DSLM) on students' inquiry learning skills, scientific process skills, and conceptual achievements in the context of the topic "Pure Substances and Mixtures." The study adopted a quantitative research design, and interviews were conducted to gain additional insights into the effectiveness of the applied model. The research was carried out during the 2023-2024 academic year in a middle school located in the city center of Afyonkarahisar. The sample consisted of a total of 29 seventh-grade students, who were divided into experimental and control groups. The study focused on the "Pure Substances and Mixtures" unit within the science curriculum. Quantitative data were collected using the Inquiry Learning Skills Perception Scale for Science, the Scientific Process Skills Scale, and the Pure Substances and Mixtures Concept Test. Pre-tests were administered before the implementation, and post-tests were conducted after the process. The collected data were analyzed using the SPSS program and presented in tables. Qualitative data were obtained through semi-structured interviews with volunteer students in the experimental group. These interview data were analyzed using content analysis, where students' opinions were categorized into themes such as positive and negative views, similarities, and differences. Relevant codes were assigned to each theme, and students' statements were presented in tables. As the quantitative data did not show a normal distribution, the Mann-Whitney U test was used to compare pre- and post-test results between the experimental and control groups, while the Wilcoxon Signed Ranks test was used to compare pre- and post-test results within each group. The analysis revealed that the experimental group showed statistically significant improvement in inquiry learning skills, scientific process skills, and conceptual understanding. Qualitative findings also indicated that most students expressed positive opinions about the applied model. In conclusion, the Dual Situated Learning Model has been found to positively contribute to students' inquiry learning skills, scientific process skills, and conceptual achievements in the context of "Pure Substances and Mixtures." This study can serve as a valuable resource for educators and researchers planning to conduct further studies in this field.