Inquiry-Based Instructional Strategies for Effective Conceptualization of Photosynthesis: The Case of Elementary School

Autor/inn/en	Mekonen, Desta; Kelkay, Asrat Dagnew
Titel	Inquiry-Based Instructional Strategies for Effective Conceptualization of Photosynthesis: The Case of Elementary School
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2172927 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelkay, Asrat Dagnew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2172927
Schlagwörter	Inquiry; Active Learning; Botany; Scientific Concepts; Elementary School Students; Instructional Effectiveness; Pretests Posttests; Science Education; Biology; Learner Engagement; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Aktives Lernen; Botanik; Unterrichtserfolg; Naturwissenschaftliche Bildung; Biologie; Ausland; Äthiopien
Abstract	This study investigated the effectiveness of student-centered instruction on eighth-grade students' conceptual understanding of photosynthesis. The study employed a Quasi-experimental research method. The data collection instruments included were multiple-choice tests, observations, and an informal assessment. The pretest and posttest were administered before and after treatment, respectively. An informal assessment was also administered before and after the intervention. Besides, the observation was conducted from the first day up to the last day of the intervention. The pretest and posttest data were analyzed using descriptive statistics and t-tests quantitatively, while data collected through informal assessment and observation were presented using narration. The findings of the pretest revealed that there was no significant difference between the mean scores of the two groups. Post-test results revealed that experimental group students significantly improved their conceptual understanding of the topic of photosynthesis compared to the control group students. The study concluded that the guided inquiry teaching method is more effective than the lecture method in improving students' conceptual understanding of photosynthesis. Based on the findings of this study, it was recommended that governments encourage biology teachers to apply guided inquiry teaching methods by providing appropriate instructional material. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01