The effect of an instructional intervention on elementary students' science process skills

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dc.authorwosidDurmaz, Hüsnüye/X-6264-2019
dc.authorwosidDurmaz, Hüsnüye/AAN-4795-2021
dc.contributor.authorDurmaz, Husnuye
dc.contributor.authorMutlu, Seckin
dc.date.accessioned2024-06-12T11:00:12Z
dc.date.available2024-06-12T11:00:12Z
dc.date.issued2017
dc.departmentTrakya Üniversitesien_US
dc.description.abstractThe 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.en_US
dc.description.sponsorshipTrakya University, Scientific Research Projects Unit grant [2010/100]en_US
dc.description.sponsorshipThis research is part of a larger project that was supported by Trakya University, Scientific Research Projects Unit grant (2010/100). The data, statements, and views in this article are solely the responsibilities of the authors and do not necessarily reflect the views of Trakya University, Scientific Research Projects Unit.en_US
dc.identifier.doi10.1080/00220671.2015.1118003
dc.identifier.endpage445en_US
dc.identifier.issn0022-0671
dc.identifier.issn1940-0675
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85006839929en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage433en_US
dc.identifier.urihttps://doi.org/10.1080/00220671.2015.1118003
dc.identifier.urihttps://hdl.handle.net/20.500.14551/20747
dc.identifier.volume110en_US
dc.identifier.wosWOS:000400333900010en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal Of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectElementary Studentsen_US
dc.subjectInstructional Interventionen_US
dc.subjectScience Educationen_US
dc.subjectScience Process Skillsen_US
dc.subjectScientific Inquiryen_US
dc.titleThe effect of an instructional intervention on elementary students' science process skillsen_US
dc.typeArticleen_US

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