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Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 6 (Jun., 2012) |
The study was carried out with a cross-sectional research. Cross-sectional research method is used with the purpose of investigating over a short period of time samples at developmentally different grades and comparing sample groups (Çepni, 2007). The study was carried out in the academic year of 2008-2009 at the Faculty of Education, University of Giresun in Turkey. The sample group consists of a total number of 102 undergraduate students [(First Grade= Freshman) N=33; (Second Grade= Sophomores) N= 23; (Third Grade= Juniors) N= 27; (Fourth Grade= Seniors) N= 34] who were selected from four different grades at the Department of Elementary Science Teacher Training.
As the data collection tool, 12 questions were selected from a pool of questions on SPS, which was prepared by Temiz (2007) for assessing science process skills. The SPS test as the data collection tool was applied to all groups. The test that included 3 open ended questions was applied to determine the awareness levels of PST and their views on the improvement of their own SPS. The 12 questions in the SPS test were selected from each module of ‘Test for Assessing Science Process Skills’ (Temiz, 2007). 9 multiple choice and 3 open ended questions were selected from a pool of questions consisting 6 modules. From the modules, questions related to mechanics (movement, speed, acceleration, movement on slopes, periodic movement) were selected, considering that PST developmentally at different grades were familiar with them. The names of these modules were respectively “identifying variables and formulating hypotheses”, “controlling variables and experimenting”, “collecting data, preparing data table”, “drawing graph”, “interpreting the data and reading graph”, “identifying variables and formulating hypotheses”. In the test, there were four multiple choice questions in the first module, one multiple choice question in the second module, one open-ended question in the third module, one open-ended question in the fourth module, four multiple choice questions in the fifth module, and one open-ended question involving three phases in the sixth module.
A sample item from the module of identifying variables and formulating hypotheses developed by Temiz (2007) is now presented in more detail below:
Question 4. Aslı made an inclined plane in the figure using a carton (cardboard) and book. When she put a ball on the indicated plane, observed it to go by rolling down. Aslı decided to investigate depending on what are the distance a ball dropped from the indicated plane can go until it stops.
1. In your opinion, what are the variables affecting the distance a ball can go until it stops?
2. Please write a hypothesis can be tested using one of the variables determined above.
2. Please write a hypothesis can be tested using one of the variables determined above.
a) Depended variable:
b) Independent variable:
c) Controlled variables:
Students answering correctly each question from each module received four points from Module 1, one point from Module 2, sixteen points from Module 3, twenty-two points from Module 4, four points from Module 5 and ten points from Module 6. Correct and incorrect answers to multiple choice questions are evaluated as 1 and 0 point respectively. The data obtained from the open-ended questions were analyzed by using the analytical criteria developed by Temiz (2007). A comparison of the mean values of the points that students received from SPS test is presented in graph form. SPSS 15.0 Kruskall-Wallis H test has been used for the purpose of examining if there exists a statistically meaningful difference among the different grades in PST SPS. Kruskall-Wallis H test, a non-parametric test, is used for the purpose of ranking data (Büyüköztürk, 2003). The data are presented in figures and tables.
