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    The effect of an instructional intervention on elementary students' science process skills
    (Routledge Journals, Taylor & Francis Ltd, 2017) Durmaz, Husnuye; Mutlu, Seckin
    The authors' aim was to investigate the effects of the instructional intervention on science processes skills (SPSs) of seventh-grade students. The study was designed as nonequivalent control-group pretest-posttest, and it was carried out with 43 students. Participants were chosen according to the convenient sampling method. The authors collected data from the test of SPSs assessment, worksheets, or experiment reports. While the control group received a regular teaching approach over existing science curriculum, an instructional intervention by emphasizing SPSs via multiple types of practical activities was used to improve SPSs of the experimental group. Data obtained were analyzed both for inferential and descriptive purposes. The results indicated a significant difference between the experimental group's pretest and posttest scores related to the assessment SPSs. However, the difference between the control group's pretest and posttest scores related to the test of SPSs assessment was not significant. Despite the limitations of the study such as small sample size, lack of analysis of the long-term students' outcomes of SPSs, and no collection of performance-based assessment data from the control group, the authors suggest that the experimental group improved their SPSs via the instructional intervention more than the control group students. The study results also revealed that the students had several problems in using SPSs.
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    The Effects of an Instructional Intervention on 7th Grade Students' Science Process Skills and Science Achievement
    (Cukurova Univ, 2014) Durmaz, Husniye; Mutlu, Seckin
    The aim of this study is to investigate the effects of the instructional intervention on science process skills (SPSs) and science achievement of the 7th grade elementary students in Turkey. Non-equivalent control group quasi-experimental design was employed for research design. While an instructional intervention was performed in order to integrate the learning of science process for the experimental group, the control group received a regular teaching approach over the existing curriculum. The students were administered the Test of Scientific Process Assessment (TSPA) and achievement test as pre- and post-test. Although the difference between the experimental and control group related to the post-test scores of both the test of TSPA and the achievement test was not significant, it can be possible suggest that the experimental group improved their SPSs and achievements more than the control group via the instructional intervention. The results also indicated that there is a significant correlation between the students' SPSs and achievements in science.