Investigation of the Effects of Guided Inquiry Methods on Understandings of Pre-service Science Teachers about Some Chemical Concepts

Abstract

The aim of this study was to investigate the effect of guided inquiry on understanding of some chemical concepts of pre-service science teachers. The study was conducted as The One-Group Pretest-Posttest Design. The subject of this study consisted of 46 pre-service science teachers at a public university in Turkey, and we selected convenience sampling method. The data of the study were obtained from a series of meaningful sentences that students wrote about the chemistry concept of equilibrium, equilibrium constant, Le Châtelier's principle, concentration, dissolution, solubility, and precipitation in both before and after the instruction. Consequently, it has been found that there was a rise where the number of students who complete correct and partially correct sentences about the concepts and a decrease where the number of students who underwent vague and misconceptions.

Keywords

• Guided inquiry method
• concept learning
• chemical equilibrium