SHS Web Conf.
Volume 66, 2019ERPA International Congresses on Education 2019 (ERPA 2019)
|Number of page(s)||8|
|Published online||14 August 2019|
Examining the instructional materials motivation of prospective chemistry teachers' in laboratory
Hacettepe University, Faculty of Education,
* Corresponding author: firstname.lastname@example.org
The aim of this study was to determine effect of inquiry based learning method on the instructional materials motivation of prospective chemistry teachers' in chemistry laboratory. A pretest–posttest control group design was used in the study. The study group was consists of 22 prospective chemistry teachers' who are undergraduate students at a University. There were 11 prospective chemistry teachers' in each of the experimental and control groups. The study was carried out in analytical chemistry laboratory. In the experimental group had been followed inquiry-based chemistry laboratory experiments. In the control group had been experienced traditional verification laboratory experiments. The instructional materials motivation survey was used as data collection tool. In terms of instructional materials motivation there was no difference between the experimental and control groups before laboratory application. After the application the results indicated that inquiry-based learning is effective in improving instructional materials motivations prospective chemistry teachers.
© The Authors, published by EDP Sciences, 2019
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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