An effect of technology based inquiry approach on the learning of “Earth, Sun, & Moon” subject

The research questions look at the effectiveness of the intervention developed in this study. For that reason, we need to employ a pre-post test research design. The quantitative data obtained from the sun, earth, and moon achievement test and the attitude toward science scale, analyzed by operating SPSS (Statistical Package for the Social Sciences) program. In order to support our results, we gathered some qualitative data from two open-ended questions about lesson and observation of students’ performances.

Instrument

The achievement test (AT), developed by the researchers, includes a “concept map”, which is graphical tools in order to summarize understandings acquired by students (Mintzes, Wandersee, & Novak, 2000); a “three-branched diagnostic tree”, which can utilize much of the information content in quantitative measurements to make efficient and accurate diagnoses (Tong, Jolly, & Zalondek, 1989); a “semantic features analysis”, helping students explore how a set of things are related to one another, and by analyzing the grid, students will be able to see connections, make predictions and master important concepts (Anders & Bos, 1986) and techniques (Appendix A). These techniques are very useful in the evaluation of students’ understanding and their enjoyment. The achievement test items were analyzed for construct and content validity by two experts. In the test, the instructional objectives were developed for the three subunits based on different cognitive levels (knowledge and comprehension) that were stated by the researchers.

The two open-ended questions, were, “What do you think about the earth-sun-moon lesson?” and “What do you feel during the lesson?” in order to evaluate students’ thoughts about TBIA.

The attitude scale toward science (ASTS) was developed Geban and his colleagues in 1994. This scale contains 15 likert type items (strongly agree, agree, undecided, disagree and strongly disagree). Cronbach alpha was found to be 0.83.

During the observation process, researchers used the observation sheet for instructors and students. The Constructivist Learning Environment Survey (CLES) teacher self-assessment sheet, adopted by Taylor, Fraser, & Fisher study (1997), was used as an observation sheet. Each section was evaluated with 5 likert type items (1-never…5-always) (Table 9).

Table 1: Qualitative and Quantitative instruments

quantitative

sun, earth, and moon achievement test (pre-post tests)

attitude toward science scale

(pre-post tests)

qualitative

two open-ended questions (post test)

observation sheet of students performances (CLESTS) (post-test)

Subjects

The research was conducted over three-weeks with 97 5th grade (10-11 years-old) primary school students. The two classrooms were randomly selected. The control consisted of 48 students and the experimental group consisted of 49 students (table 2). Each group had almost the same number of students, with approximately the same numbers of girls and boys. The experimental group was instructed using the technology integrated 5E method, whereas the control group was taught by traditional methods.

Table 2: Number of students

	Female	Male	Total
Control group	26	22	48
Experimental group	26	23	49
Total	52	45	97

Design and Procedure

It is important to show the effects of TBIA in students’ academic achievement for this study. Thus, a pre-test and post-test experiment control group design was used in this study. The instruction was for 4 hours a week and continued for 3 weeks. There were two instructors, one had 14 years experience teaching science and gave his lesson using traditional methods. The other instructor was a senior pre-service teacher and gave her lesson with using TBIA. In Turkey, the teacher education and training program is four-years, with the last year as a practice year in the classroom. This study was confined to the science and technology course consisting of 3 subunits, (a) “Sun, Earth, and Moon’s shape and size,” (b) “Earth’s Motion,” and (c) the “Moon’s Motion”

During the beginning of the lesson in the experimental group, 49 students were randomly divided into 10 groups (one group had 4 students whereas the others had 5). According to Feletti (1993), inquiry-based lessons enhance observational skills, use simulations or experiences of professional practice, encourage student collaboration, foster student-directed learning, encourage independent study and foster reflection on the learning process. Thus, for the experimental group, the lesson process was not tightly structured. It is a more open-ended and adaptive process, not merely relying on questioning and thinking, but using deeper and higher levels of questioning. This perspective allows the use of many teaching strategies and links the educational technology with science concepts (Edelson, 2001; Flick & Bell, 2000; Friedrichsen, Munford, & Zembal-Saul, 2003). In Table 3, the structure of the instruction is briefly explained.

Table 3: TBIA Sample Lesson Plan - The Earth, Sun, and Moon Shapes and Sizes

*Engage*	Students are given some materials (some cotton, one orange, one tangerine, one CD, circle of cheese, one ping-pong ball, one football, one tennis ball) then asked, “If you want to make a model for sky, what will you use?” Students are then given approximately 10 min. to complete the task. Example of Answers- Cotton for clouds; orange for sun; circle cheese for planet; small ball for moon. Assignment: Over the course of three weeks, observe the moon every night at the same time draw your observations of the moon.
*Explore*	Students are shown some pictures (moon earth sun) taken by NASA by using computer. And then asked what the photos look like. Example of answers: ball, watermelon, orange, bead, plum. Then students are asked, “if you think about their shapes, how do you match with your answers?” Example of Answers: watermelon (sun), orange (earth), plum (moon). Students watch movie about solar system and earth (from NASA) Drama activity: 6 students who are different weights and tall were selected. Teacher determined their roles; such as the tallest and fattest kid is sun, the smallest kid is moon. The teacher then asks the rest of class to match the students as the moon, sun, earth, star, and meteor. Each group discusses and makes a conclusion what you have learned so far. They will explore the earth, sun, moon shapes, and their sizes.
*Explain*	Each group has a spokesman to represent his/her group’s ideas. After every spokesman talked about what they have learned, teachers briefly explained earth-sun-moon shapes are all spherical and explained their dimensions (400 moon =4 earth = sun). Also, historical information, especially Copernicus and Galileo’ ideas, were explained. The teacher tried to explain why ancient people thought earth was flat and that by going to the edge of the world, you could fall off or be swallowed by monsters. The class discussed what would happen in their lives if this were true and what would change in day to day life.
*Elaborate*	The class is asked why we see the moon as bigger than a star even though they are almost the same size. And what is the difference between the moon and the sun, even though the sun is 400 times bigger than the moon. After getting some answers from students, the teacher shows a short animation movie and some pictures (taken from NASA) related to the question. (The teacher doesn’t give the correct answers before showing the movie and pictures). Activity: One student holds a pencil in front of the blackboard and the other students tried to measure the length of pencil. Next, students compared the real size of pencil and to their results. Finally students reached the concept of perspective. Next, students did brain storming about the assignment. They talked about students pictures as a group then followed-up with a class discussion. The teacher explains perspective and then asks “Why do we always see the same face of the Moon?” Answer: As we know, the moon is 4 times smaller in diameter than the earth; the moon takes 27.3 days to go around (in oval orbit) the earth once, and this is exactly the same time that it takes for the moon to rotate once on its axis. Because these rates are equal, the same face of the moon always ends up pointing towards the earth. The teacher asks another question, “Does this mean that we never see the back of the Moon.” Answer-From the earth we always see the same face of the moon. The back of the moon can only be observed from space.
*Evaluate*	While using computers, students try to answer, “How many times have moon and earth traveled around the Sun since you were born? How many times has moon rotated with around the earth? Answer- depends on students’ ages. Next- Students try to make an earth-sun-moon model. Model criteria include the ratio of shape, distance and size. The subject is briefly summarized.

In the control group, the science lesson process was mostly a teacher-centered. The teacher gave the students information about just the shape, distance and sizes of the earth, sun, and moon, and reviewed these topics at the end of the lesson (traditional teaching approach). The key feature of this lesson was to provide students with clear and detailed instructions and explanations. The teacher did not use a computer to show any animation or movies related to the subject. Generally, the teacher talked and students listened, took notes, and occasionally asked questions.

Each instructional group used the same text and received the same amount of time on instruction (three weeks). A number of variables were held constant so that a statistical comparison between the experimental group and the control group could be made. The control variables were fifth-grade students, the same school administration, the very close group sizes (n=48 and 49) within each class, and the same instructional content and duration. The only independent variable was the type of instruction.

During the lessons, the researcher observed both groups and instructors. Before the treatment, a 15-item attitude scale toward science and achievement test was administrated to both groups as a pre-test because students’ interest in science could be another possible variable. After the course, the attitude scale toward science test, achievement test, and 2 open-ended questions were implemented as post-test to both groups.