Investigation of the impact on academic success and science process skills of science teacher candidates by using case study method combined with predict-observe-explain in general chemistry laboratory experiments

At the present time, the methods which put students to the foreground and those which force students to think and analyses are preferred in education-training activities. In this research, impact of case study method which combined with POE (Predict-Observe-Explain) method which puts students to the center and aims active learning, on academic success and science process skills use of science teacher candidates is investigated. Participants of this study consist of 42 science teacher candidates who enroll to General Chemistry Laboratory II classes at a state university. In this study, quasi-experimental quantitative research designs with pretest- posttest control group are used. The data of the study are collected using "Chemistry Achievement Test (KBT)" which has been prepared and tested for validity and reliability by the researcher, "worksheets" that based on case study method combined with POE (Predict-Observe-Explain) method, and "Science Process Skills Test (BSBT)" which was developed by Okey, Wise and Burns (1982) and adapted to Turkish by Geban, Aşkar and Özkan (1992). At the aim of this research, SPSS (Statistical Package for the Social Sciences) was used for statistical analysis of data gathered via academic achievement tests and science process skills tests towards the sub problems. Data related to quantitative statements are grouped as tables and existences of significant variation between independent variables were analyzed via t-test. According to analysis, there were no statistically significant variation between Academic Achievement pretest points and Science Process Skills pretest points of experiment group and control group students in the analyses. Before the implementation, the participants of experiment and control group are equal concerning in Academic Achievement and Science Process Skills. In the post-tests, statistically significant and positive results in support of experiment group are found in academic achievement tests points comparison between experiment group and control group. Also, there is a statistically significant difference in favor of the experimental group in the test scores of the science process skills between the experimental group and the control group students. As a result of the analyses, it is determined that laboratory approach based on case study method combined with POE method has significantly contributes to teacher candidates' academic achievement and developing science process skills. Keywords: Predict – Observe – Explain (POE) Method, Case Study Method, Academic Achievement, Science Process Skills, General Chemistry Experiments