Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 1, Article 4 (June, 2008)
Hilal AKTAMIŞ & Ömer ERGIN
The effect of scientific process skills education on students’ scientific creativity, science attitudes and academic achievements

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Method

The pre-test post-test experimental model with control group was used in the research. When random assignments cannot be made, true experimental research cannot be done. In its place, quasi-experimental research is used, which embodies the characteristics of experimental research, except for random selection and assignment of participants (Charles, 1998:308). Therefore, the semi-experimental model was used since the studentsí score averages were used in creating the control and experimental groups. While teaching the concepts to the students at the experimental group science course, the training was performed using supportive activities which made them use scientific process skills and to develop their scientific creativities (by means of open-ended experiments based on problem solving in addition to general experiments). This research has two limitations. One is that the training in the study was not just for measuring the studentsí science process skills; otherwise, it is for measuring academic achievement, attitudes and scienitifc creativity. Another limitation was that the study had a small sample size which causes a significant impact on the the direct findings and their interactive effects.

The research subjects consist of the students in a control group (N=20) and in an experimental group (N=20) who are reading at 7th grade level of an elementary school existing in Buca District of Izmir Province.

 


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