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

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Abstract

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.

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Acknowledgments

This study was granted by The Scientific and Technological Research Council of Turkey (TÜBİTAK) under Project Number: 110K109. The authors would like to thank Burçin TURAN, Tuğçe KOLAYLI, and Ayşe AYTAR for their assistance with this research.

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Authors and Affiliations

  1. Department of Primary Teacher Education, Fatih Faculty of Education, Karadeniz Technical University, 61335, Trabzon, Turkey

    Muammer Çalik

  2. Department of Science Education, Fatih Faculty of Education, Karadeniz Technical University, 61335, Trabzon, Turkey

    Tuncay Özsevgeç

  3. Teacher Education Division, College of Education, Wayne State University, 4245 Gullen Mall, Detroit, MI, 48202, USA

    Jazlin Ebenezer

  4. Department of Primary Teacher Education, Yuzuncu Yil University, 65080, Van, Turkey

    Hüseyin Artun

  5. Department of Science Education, Graduate School of Educational Sciences, Karadeniz Technical University, 61335, Trabzon, Turkey

    Zeynel Küçük

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  1. Muammer Çalik
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  2. Tuncay Özsevgeç
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Correspondence to Muammer Çalik.

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Çalik, M., Özsevgeç, T., Ebenezer, J. et al. Effects of ‘Environmental Chemistry’ Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables. J Sci Educ Technol 23, 412–430 (2014). https://doi.org/10.1007/s10956-013-9473-5

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