The effect of inquiry-based learning on elementary school teacher candidates' scientific process skills and conceptual understanding

The aim of the study is to examine the effect of inquiry-based learning on the elementary school teacher candidates' scientific process skills and their conceptual understanding of simple electrical circuits. The participants of the research are 41 students studying at the first grade B branch of Dokuz Eylul University Buca Education Faculty Basic Education Department Primary School Teacher Education Department in the 2018-2019 Spring Semester. The research was designed by using the nonequivalent control group model. The data collection tools of the research are the scientific process skills test developed by Çelik (2013), the simple electrical circuits concept test developed by the researcher and the semi-structured interview form prepared by the researcher. The data collection tools used in the research were presented to both the experimental and control groups before and after the experimental process. In the research, three-tier simple electrical circuits concept test was used to determine the conceptual understanding of elementary school teacher candidates. In the development process of the concept test, analyzes were carried out on 258 students studying in the second, third and fourth grade of Buca Education Faculty Basic Education Department Primary School Teacher Education Department. Item analysis procedures were carried out after the expert opinions received for the content and face validity of the test. Then, the final version of the test with 15 items was obtained. Then, the relationship between scoring-2 type and confidence score, as well as false positive and false negative rates were examined. As a result, evidence of the structure and content validity of the test has been obtained. Also, Cronbach's Alpha reliability coefficient and point biserial correlation coefficient value related to the test were determined to be in the appropriate values range. Scientific process skills test consisting of 35 items and 6 sub-dimensions developed by Çelik (2013) was used to collect data on scientific process skills. In the research, a semi-structured interview form with 6 open-ended questions prepared by the researcher was used to support the quantitative data obtained through the concept test and to reach explanations about elementary school teacher candidates' misconceptions. The research was carried out within the scope of a 6-week application consisting of 3 lessons per week. While the inquiry-based learning was used in the experimental group included in the study, the traditional learning method supported by lecture, problem solving, question-answer and simulated demonstration experiments in the control group was used. When the results regarding scientific process skills are examined in the research; at the end of the application, it has been determined that the total score averages of the scientific process skills test in the experimental group were significantly higher compared to the elementary school teacher candidates in the control group. At the same time, at the end of the application, except for the sub-dimensions of defining operationally, the score averages of all sub-dimensions of the scientific process skills test were found to be significantly higher in the experimental group than in the control group. At the end of the application, it was determined that the total score averages of the scientific process skills test of the elementary school teacher candidates in the experimental group increased significantly compared to the pre-application. At the end of the application, except for the sub-dimensions of interpreting the data and defining operationally, score averages of all sub-dimensions of the scientific process skills test of the elementary school teacher candidates in the experimemental group increased significantly compared to the pre-application. At the end of the application, it was determined that the total score averages of the scientific process skills test of the elementary school teacher candidates in the control group increased compared to the pre-application; however, this increase was not found to be significant. In addition, the score avarages of the elementary school teacher candidates in the control group at the end of the application for all sub-dimensions of the scientific process skills test increased compared to the pre-application; however, this increase was not found to be significant. When the results related to conceptual understanding are examined in the research; at the end of the application, it was determined that the score averages related to conceptual understanding of the elementary school teacher candidates in the experimental group were significantly higher than the elementary school teacher candidates in the control group. At the same time, at the end of the application, it was determined that the score averages related to all of the misconception score types of the elementary school teacher candidates in the control group were higher than the elementary school teacher candidates in the experimental group. It was determined that the significant difference in this regard occurred only in the misconception score type in favor of the control group. At the end of the application, it was determined that the score averages related to conceptual understanding of the elementary school teacher candidates in the experimental group increased significantly compared to the pre-application. In addition, at the end of the application, it was determined that the score averages related to all of the misconception score types of the the elementary school teacher candidates in the experimental group decreased significantly compared to the pre-application. At the end of the application, it was determined that the score averages related to conceptual understanding of the elementary school teacher candidates in the control group increased compared to the pre-application; however, this increase was not found to be significant. In addition, at the end of the application, it was determined that the score averages related to all of the misconception score types of the the elementary school teacher candidates in the control group decreased compared to the pre-application; however, this decrease was not found to be significant. As a result of the interviews conducted using the semi-structured interview form, many misconceptions have been identified in the students in both experimental and control groups in the subjects such as closed circuit, open circuit, short circuit, current and connecting measuring instruments. It was determined that the explanations which contained misconceptions pre-application of the elementary school teacher candidates in the experimental group, turned towards scientific explanations the vast majority at the end of the application. It was determined that most of the explanations which contained misconceptions pre-application of the elementary school teacher candidates in the control group, continue in a similar way at the end of the application. In general, as a result of the research, it is determined that inquiry based learning improves elementary school teacher candidates' scientific process skills and conceptual understandings more than traditional learning method and is more effective in eliminating misconceptions. As a result of the research, suggestions were offered for researchers, application and future studies.