The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

• Published in: Australasian Journal of Educational Technology Vol. 29; no. 3; pp. 450 - 463
• Main Authors: Sever, Songul, Oguz-Unver, Ayse, Yurumezoglu, Kemal
• Format: Journal Article
• Language: English
• Published: Australasian Society for Computers in Learning in Tertiary Education 01.01.2013
• Subjects: Academic achievement; Classroom techniques; Demonstrations (Educational); Educational Technology; Experiments; Foreign Countries; Inquiry; Mixed Methods Research; Postsecondary education; Preservice teacher education; Preservice Teachers; Pretests Posttests; Quasiexperimental Design; Science Achievement; Science Experiments; Science Instruction; Science teaching; Scientific attitudes; Scientific Concepts; Student Attitudes; Student teacher attitudes; Teaching Methods; Technology Uses in Education; Turkey; Video Technology; Turkey
• ISSN: 1449-5554; 1449-3098; 1449-5554
• DOI: 10.14742/ajet.229

This study was conducted in the light of the philosophical framework of inquiry-based science education. The research involved the presentation of experiments on basic science concepts that have been tested for validity through inquiry-based processes. The experiments were formulated firstly to determine what differences there would be in student academic achievement and in their attitudes toward the school subject of Science and Technology when the experiments were introduced by demonstration or in a video. Another purpose of the study was to create technology-supported teaching materials to enrich the learning environment. The participants in the research were second-year preservice teachers (N=149) who were students in classroom teaching at a Western Anatolian University in Turkey during the 2009-2010 academic year. The study was of a quasi-experimental design and made use of a pretest, post-test and permanency test with a control group. The results then being merged with the observation notes of the researchers. The study set forth the strong and weak aspects of both teaching strategies and concluded that using both methods to complement each other would be effective in teaching and would also constitute an alternative to the teaching materials and strategies used in schools with scarce resources. [Author abstract, ed]