A "light bulb moment": Lab experiments enhancing novelty and critical thinking designed by future teachers

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dc.authorid0000-0002-5852-9658
dc.contributor.authorÜnlü, Pelin
dc.contributor.authorHacıeminoğlu, Esme
dc.contributor.authorYıldız, Nadire Gülçin
dc.date.accessioned2023-12-22T11:59:34Z
dc.date.available2023-12-22T11:59:34Z
dc.date.issued2023
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri
dc.description.abstractThe aim of this study is to investigate the effect of home science practices on science teacher candidates' critical thinking dispositions, science learning skills, scientific inquiry skills, and learning styles within the scope of open inquiry-based science laboratory practices. For this purpose, the opinions of prospective science teachers within the scope of home science laboratory practices are explored. Participants included 79 third-grade elementary school level (i.e., 8+ year olds) science teacher candidates. Convergent parallel mixed design from mixed methods was used in the study. As a result of the quantitative analysis of the research, a statistically significant difference was found between the pre-test and post-test results of the science teacher candidates' critical thinking dispositions and science learning skills of home science practices. Within the scope of open research inquiry-based science laboratory practices, science teacher candidates' home science practices increased in the informed category at the end of the term in all sub dimensions of scientific inquiry skills. It was concluded that science teacher candidates experienced shifts in their learning styles relating to (i.e., Diverging, Assimilating, Converging, and Accommodating) their home science practices. The qualitative results of the study were examined based on the following themes: skills, learning environment, application process, and affective changes.
dc.identifier.citationÜnlü, P., Hacıeminoğlu, E. ve Yıldız, N. G. (2023). A "light bulb moment": Lab experiments enhancing novelty and critical thinking designed by future teachers. Thinking Skills and Creativity, 50. https://dx.doi.org/10.1016/j.tsc.2023.101413
dc.identifier.doi10.1016/j.tsc.2023.101413
dc.identifier.issn1871-1871
dc.identifier.issn1878-0423
dc.identifier.scopus2-s2.0-85176930176
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://dx.doi.org/10.1016/j.tsc.2023.101413
dc.identifier.urihttps://hdl.handle.net/20.500.12511/12064
dc.identifier.volume50
dc.identifier.wos001113740100001en_US
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorYıldız, Nadire Gülçin
dc.language.isoen
dc.publisherElsevier Science Ltd.
dc.relation.ispartofThinking Skills and Creativityen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectCritical Thinking
dc.subjectCognitive Reasoning
dc.subjectScientific Inquiry
dc.subjectKolb Learning Styles
dc.subjectScience Learning Skills
dc.subjectInquiry-Based Learning
dc.subjectCreativity
dc.subjectNovelty Seeking
dc.subjectSensory Integration
dc.subjectCapacity Building
dc.subjectExperiments at Home
dc.subjectPre-Service Teachers
dc.titleA "light bulb moment": Lab experiments enhancing novelty and critical thinking designed by future teachers
dc.typeArticle

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