Effects of 'Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables

• Published in: Journal of science education and technology 2014-06, Vol.23 (3), p.412-430
• Main Authors: Çalik, Muammer, Özsevgeç, Tuncay, Ebenezer, Jazlin, Artun, Hüseyin, Küçük, Zeynel
• Format: Article
• Language: English
• Subjects: Analysis; Attitude Change; Attitudes; Chemistry; Concept Formation; Data collection; Education; Educational Technology; Elective Courses; Environmental chemistry; Environmental Education; Environmental technology; Feasibility studies; Green chemistry; Green technology; Knowledge; Learning; Organic chemistry; Pedagogical Content Knowledge; Posttests; Pretests; Pretests Posttests; Program Effectiveness; Questionnaires; Science Curriculum; Science Education; Science Instruction; Scientific Concepts; Student Teacher Attitudes; Student Teachers; Surveys; Teachers; Technological innovation; Technological Literacy; Technology; Technology Uses in Education
• ISSN: 1059-0145; 1573-1839
• DOI: 10.1007/s10956-013-9473-5

The purpose of this study is to examine the effects of 'environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test—post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an 'environmental chemistry' elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the 'environmental chemistry' elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.