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Procedia - Social and Behavioral Sciences 186 (2015) 46 – 52

5th World Conference on Learning, Teaching and Educational Leadership, WCLTA 2014

An action research on teaching science through technology

supported inquiry - based learning: a pilot study
Zeynep Koyunlu Unlua*, Ilbilge Dokmeb, Aysel Tufekcic
a
Republic of Turkey Ministry of National Education, Dulkadirli Secondary School, Kırsehir/TURKEY
b
Gazi University, Faculty of Education, Department of Science Education, Ankara/TURKEY
c
Gazi University, Faculty of Education, Department of Preschool Education, Ankara/TURKEY

Abstract

The developed and developing countries are making an effort to enhance the quality of science education. Investments and
research in this area are constantly increasing. The aim of this action research in which the teacher and the researcher were the
same person to make the science education more effective. The research was planned in two cycles. The first cycle consisted of
identifying the problems, developing and implementing the action plan, gathering and analyzing the data, and evaluation. The
participants of this first cycle were 6 students and a teacher. The first cycle that was also planned as the pilot study lasted about
three months in the 2013-2014 school year. The study started with an identification of the existing problems. In order to address
the problems encountered in the field, an action plan, including technology supported inquiry based learning, was developed and
implemented. To evaluate the effectiveness of the implementation, quantitative (achievement tests) and qualitative (interviews,
observations and documents) data were collected and analyzed. The results revealed that the first cycle of this action research
will be used in developing an action plan for the second cycle to be implemented in the 2014-2015 school year.
© 2015The
© 2015 TheAuthors.
Authors.Published
Publishedby by Elsevier
Elsevier Ltd.Ltd.
This is an open access article under the CC BY-NC-ND license
Peer-review under responsibility of Academic World Education and Research Center.
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center
Keywords: Science education, technology supported inquiry based learning, education in rural, action research.

1. Introduction

Inquiry-based learning has been included in the science teaching programs for the last 20 years (NRC, 1996).
Although it increases student achievement, develops their scientific process skills and enables them have a positive

* Zeynep Koyunlu Unlu.Tel:+345-434-232-342.

E-mail address: zeynepko.unlu@gmail.com

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Education and Research Center
doi:10.1016/j.sbspro.2015.04.183
 Zeynep Koyunlu Unlu et al. / Procedia - Social and Behavioral Sciences 186 (2015) 46 – 52 47

attitude towards the course, there are some difficulties experienced in its implementation. Lack of time, teacher
beliefs, insufficient materials, pedagogical deficiencies, lack of motivation, administrative problems, crowded
classrooms and safety problems constitute an impediment for the implementation of inquiry-based learning activities
(Cheung, 2011; Edelson, Gordin & Pea, 1999; Jarrett, 1997; Talanquer, Tomanek & Novodvorsky, 2013). Different
studies showed that many inquiry-based activities used at schools are not able to show the characteristics of
authentic scientific research (Chinn & Hmelo-Silver, 2002) and the research assignments commonly used at schools
are characteristically different (i.e. scientific processes and the information philosophy they are based on) from real
scientific studies (Chin & Malhotra, 2000). Several other studies criticized the idea that constantly using inquiry-
based learning activities develop the understanding of conducting scientific research (Lederman, Lederman, Bartos,
Bartels, Meyer & Schwartz, 2014; Schwartz, Lederman & Lederman, 2008). On the other hand, it reveals that,
rather than teaching what research is and how it is done with a teacher-centred approach, creating an authentic
research atmosphere by incorporating students provides successful results (Lustick, 2009).
Beishuizen, Wilhelm and Schimmel (2004) claimed that the skills (e.g. controlling for two or more variables in
formulating a hypothesis) that students should have in the inquiry-based learning process are difficult to understand
for 6th graders between the ages of 7-10, and the necessary skills can be supported with computer simulations.
Similarly, de Jong (2006) stated that computer simulations can contribute to the skills existing in the research-
questioning cycle such as formulating hypothesis, identifying the variables and the relationships among them, and
concluding and interpreting. Some researchers asserted that the classroom atmosphere can sometimes be insufficient
with respect to gathering data (Lee & Songer, 2003; Uçar & Trundle, 2011). In such cases, the use of technology in
the learning process visualizes the lesson, simplifies the teacher's work, and helps to broaden the students'
perspectives (Bozdoğan, 2011). The use of technology helps students transfer their existing knowledge to new
situations by strengthening the connection among the independent piles of knowledge in their mind, and includes
them in the teaching process (Novak & Krajick, 2006).
Although it is argued that supporting inquiry-based learning with technology is more effective (Edelson, Gordin
& Pea, 1999; Uçar & Trundle, 2011; van Joolingen, de Jong & Dimitrakopoulout, 2006), students in rural areas have
a difficulty in accessing technology due to the digital divide defined as the regional inequality in reaching
information and communication technologies (Gündüz, 2010; Koyunlu Ünlü, 2014, Dökme & Sarıkaya; Öztürk
2005; TTK, 2002; Yang, Hu, Qu, Lai, Shi, Boswell, & Rozelle, 2013). In addition, since students in such regions
have limited opportunities, it is difficult to create authentic learning environments by visiting places such as
museums and science centres. Developing these students' research skills and combining them with technology by
creating opportunities underlies the equality principle of education. Sometimes showing students an advert, short
video or picture can make the learning atmosphere authentic.

1.1. Aim and Problems

This study aimed to examine whether technology-supported inquiry-based learning activities have an effect on
secondary school students' understanding science subjects, scientific research skills, and views and perceptions
towards scientific research-questioning and technology. In accordance with this aim, the primary research question
of this study is: "What are the effects of technology-supported research-questioning activities on rural secondary
school students' science course achievements, scientific research skills, views and perceptions towards scientific
research-questioning and technology?" The sub-questions are as followed:
(1)How does the new learning environment affect 7th grade students’ achievement in science and
technology?
(2) What are the students' views and perceptions toward scientific research, and how did they change?
(3) What were the students' scientific research skills, and how did they change?
(4) What were the students’ views and perceptions towards technology, and how did they change?
(5) What are the participants' views on the new learning environment?
48 Zeynep Koyunlu Unlu et al. / Procedia - Social and Behavioral Sciences 186 (2015) 46 – 52

2. Method

2.1. Research Design

This study was designed as an action research to combine theory and practice, and increase the quality of the
learning process. Action research is a systematic type of research conducted by teacher researchers to gather data
regarding the activities they carry out at their schools, how they teach, and how students learn better (Mills, 2007, p.
5).
The pilot study was conducted with students having similar characteristics in similar conditions. In this process,
the data was gathered and analysed. However, in the pilot study that can also be described as the Cycle 1, the focus
was on any possible shortcomings in implementing the research plan, the suitability of the data gathering tools, the
researcher's experience on the research, and the strength of the basics of the study, regardless of gathering and
analysing data (Glesne, 2013). The following steps were taken in the piloting process:

Step 1 (Identifying problems): The study started with the identification of existing problems. The problems that the
teacher identified based on experience can be listed as followed:
(a) the school being located in a rural area from which many people migrate to other regions, and the class
size being small,
(b) the 5E model proposed in the textbook not being applied effectively to enhance student outcomes,
(c) sticking to the textbook only and the lack of motivation in students,
(d) the students' awareness level regarding doing scientific research in science classes being low,
(e) deficiencies in the students' research skills,
(f) the students' not being able to access technological tools because of the digital divide.

Step 2 (Developing an action plan): In developing the action plan, the problems encountered, the researcher's
interests and the related literature were considered. To be able to eliminate the problems encountered:
(a) The 5E model, one of the inquiry-based learning approaches, was supported with technology and the
lesson plans were prepared properly to the topics. To increase the students' awareness about what, why, and
how they learn, this model was presented to them with several questions: "What will I learn?", "Why will I
learn it?", "How will I learn it?" and "How much have I learned?". In order to not fall behind in the MEB
(Turkish Primary Ministry) program, the annual plan was considered in planning the teaching process. The
technology used in the study included the animations, simulations, videos and .gifs either developed or
found by the researcher on the internet. During the application, a computer, projector and speakers were
used as the technological tools.
(b) To follow the students' level of understanding during the process, activities from a textbook (MEB,
2012a) were used instead of the textbook (Ekoyay, 2012) planned to be distributed to the students.
(c) To track how the students' views and attitudes towards scientific research-questioning and technology
changed, interview questions developed by the researcher based on expert opinion were used. The
interviews were conducted with all the students participating in the pilot study before the application
started and after it finished.
(d) Activities were developed to follow how the students' scientific research skills changed.
(e) The teacher and the students were instructed to keep journals to reflect on their feelings and opinions on
the learning atmosphere at the end of the last 10 minutes of each lesson.

Step 3 (Implementing the action plan) and Step 4 (Gathering the data): The first cycle of the action research, also
known as the pilot study, was carried out in the 2013-2014 school year. The units "Power and Movement" and
"Electricity in Our Lives" were covered in the first term between the dates 20.11.2013-17.01.2014 and in the second
term between the dates 12.02.2014-20.03.2013. The action plan was implemented during that time and the data was
gathered. In the first term, the implementation lasted a total of 26 hours, including 6 hours of interviews, 4 class
hours for applying the test questions of the unit "Power and Movement", and covering the topics for 16 class hours.
In the second term, the implementation lasted a total of 22 class hours, including 4 class hours for applying the test
 Zeynep Koyunlu Unlu et al. / Procedia - Social and Behavioral Sciences 186 (2015) 46 – 52 49

questions of the unit "Electricity in Our Lives", covering the topics for 12 class hours and 6 hours of interviews. The
pilot study took three months; 9 weeks in the first term and 6 weeks in the second term. Each lesson lasted 4 hours
per week, 2 hours on Wednesday and 2 hours and on Friday in the first term; 2 hours on Tuesday and 2 hours on
Wednesday in the second term.
The analysis and evaluation of the data which was the step 5 of this study were discussed in the "Results" section
below.

2.2. Participations

The participants of the study were a teacher, who was also a researcher and the conductor of the study, and 6
students. The researcher teacher had been teaching science for 7 years, had a master's in science education and had
been pursuing a doctoral degree in the same field. In this study, the researcher was a full participant due to being a
permanent science and technology teacher at the school and an active member of the research community (Glesne,
2013).
Students learned how to do scientific research in the Social Studies course in 6th grade. This study was conducted
with 7th graders to see to what extent they were able to apply what they had learned in the previous year. The
participants were 6, 7th grade students (6 male) studying at the 7th grade at a state secondary school in a village
located in the Central Anatolian region of Turkey. At the beginning of the study, the students and their parents were
asked for their consent.

2.3. Data Collection Tools

During the pilot study, the focus was also on examining the suitability of the data gathering tools for the study.
Quantitative (achievement tests) and qualitative data (documents, exam questions, interviews and observations) was
gathered together. Which type of data used for what purpose is briefly explained below.

2.3.1. Quantitative Data

Achievement Tests: To evaluate the students' level of achievement, achievement tests were developed for the
units "Power and Movement" and "Electricity in Our Lives". To ensure content validity of these tests, tables of
specifications were prepared before and after item analysis was conducted. Expert opinion was asked for the
accuracy of the items scientifically to find out if they were technically problematic, their comprehensibility, level of
difficulty, suitability for the students' development, and the items representation of the aims-outcomes. After
preparing pilot test forms for both tests, the "Power and Movement" unit test consisting of 45 questions were applied
to 202 students, and the "Electricity in Our Lives" unit test including 45 questions were applied to 212 students.
Following item analysis, some of the items were excluded. As a result, the Cronbach Alpha values was calculated as
0,87 for the measurement reliability of the achievement tests. The "Power and Movement" test contained 38
questions and the "Electricity in Our Lives" test contained 37 questions.

2.3.2. Qualitative Data

Documents: Exam questions, scientific research activities, open ended questions towards scientific research skills,
textbook activities, teacher and student journals were used.

Exam questions: To evaluate student achievement and ensure data triangulation, exam questions covering the
outcomes of "Power and Movement" and "Electricity in Our Lives" units were prepared. The exam questions were
administered to the students before and after the implementation.

Scientific research activities: Scientific research activities were implemented to enable students’ understanding of
the nature and steps of conducting scientific research methods in their learning process. In the process of developing
the activities, the guidelines for the science course (Ekoyay, 2012; MEB, 2012b; Sözcü, 2013) and the activities in
50 Zeynep Koyunlu Unlu et al. / Procedia - Social and Behavioral Sciences 186 (2015) 46 – 52

the experiment textbooks (Andrews & Knighton, 2010; Bingham, 2004; Walker, 2006) that were translated into
Turkish by various publishers were used. The scientific research activities were developed by the researcher
considering the NSES's steps of conducting scientific research (National Science Education Standards, 2000). Ten
activities for the unit "Power and Movement" and 13 activities for the unit "Electricity in Our Lives" were
developed.

Open-ended questions toward scientific research skills: To identify the students' level of scientific research skills
before and after the implementation, a scale containing open-ended questions were prepared. In the process of
preparing this scale consisting of 5 questions, expert opinion was asked for. The questions were applied to the
students before and after the implementation.

Textbook activities: Answer keys with over 100 points were prepared for the activities used to evaluate the students'
level of understanding during the process. The evaluation was conducted based on the answer key.

Teacher and students journals: The journals were used to reflect the participants' views on the implementation
based on inquiry-based learning. The students and the teacher wrote into the journals for the last 10 minutes of each
class.

Interviews: Interviews were conducted to identify the students' views and perceptions towards scientific research
and technology before and after the implementation.

Interviews towards Views and Perceptions of Scientific Research: Interviews were conducted to identify the
students' views and perceptions towards scientific research before and after the implementation. The opinions of two
faculty members and two teachers were asked to ensure the validity of the interview form developed by the
researcher, and revisions were made. NSES's steps of doing scientific research (National Science Education
Standards, 2000) were considered in preparing the questions. The focus was on revealing the researcher identity in
the students' minds and their process of research based on their experience. In the semi-structured format, 12
questions were prepared.

Interview Questions towards Views and Perceptions of Technology: Before and after the implementation, these
questions were used to reveal the students' perceptions of technology and obtain their views on the use of
technology in the learning environment. In preparing the form, Weinberg's doctoral dissertation (2010) titled
"Elementary Students' Perceptions of Classroom Technology" and Wallace's doctoral dissertation (2011) titled
"Science Teaching in an Environment Enriched with Technology: The Effect of Three New Tools in Science
Teaching" were used. The opinions of two faculty members and two teachers were asked to ensure the validity of
the interview form developed by the researcher, and revisions were made. In preparing the questions, the
technologies daily used by the students were considered, including topics such as technology usage in the classroom,
using technology in general, and the relationship between science and technology. In the semi-structured format, 9
questions were prepared.

Observations: Among the outcomes for the 7th grade units of "Power and Movement" and "Electricity in Our
Lives", those related to Scientific Process Skills (SPS), Science and Technology Society (STS), and Attitudes and
Values (AV) were listed. A check list was developed for each student and for each topic that was filled during the
process.

2.4. Data Analysis

2.4.1. Analysis of the Quantitative Data

The data obtained from the achievement tests were analysed using SPSS 15 with a significance level of α=0,05.
Since there were 6 students participating in the study, Wilcoxon Signed Rank Test values, being non-parametric
 Zeynep Koyunlu Unlu et al. / Procedia - Social and Behavioral Sciences 186 (2015) 46 – 52 51

statistics, were calculated and compared (Wilcoxon, 1945). KR-20 reliability coefficient, item difficulty index and
discrimination index of the tests were calculated using Excel, and the Cronbach Alpha value using SPSS.

2.4.2. Analysis of the Qualitative Data

The data obtained from the interviews on the students' perceptions towards doing scientific research and
technology, and teacher and student journals were analysed through content analysis. In the content analysis, the
codes were combined under certain categories to make these codes meaningful.

3. Results

This sections is also the Step 5 (Analysing and evaluating data) in the piloting of the action research. In addition
to solving the problems, the following results were revealed:

(1) To continue the implementation without a break, lesson and activity plans, achievement tests, and answer
keys were prepared for the unit "Systems of Our Body" that is among the 7th grade first term topics.
(2) Measurement reliability and validity for the achievement tests developed for the units of "Systems of Our
Body", "Power and Movement" and "Electricity in Our Lives" were ensured. The pilot study was
conducted during the units of "Power and Movement" and "Electricity in Our Lives". A significant
difference was revealed between the means scores of pre- and post-tests administered to the students.
(3) In the piloting process, the activities in the 7th grade science textbook were used to follow the students'
level of understanding during the process. These activities were distributed to the students in the form of
work sheets. The activities in the form of actual implementation were turned into a booklet for actual
implementation. It is decided that the students hand in the booklet to the teacher to be graded after
completing the activities.
(4) To ensure data triangulation and evaluate the students' success, written exams were developed for each of
the units "Power and Movement" and "Electricity in Our Lives". It was determined that answering the
written exams was boring to the students and provided unnecessary data in the implementation process, and
thus excluded from the next cycle.
(5) To develop the students' scientific research skills (Scientific Process Skills), activities, and observation
forms for determining which of the SPSS that the students acquired were prepared. At the same time, it was
difficult for the teacher to also be the researcher, both for providing guidance and making observations in
the activity process. Based on this result, all process skills were written on the back of each activity sheet,
and it asked the question "Which of these skills you used during the research you conducted? Explain."
(6) The interview questions towards the students' perceptions and views of scientific research were examined
for theirs suitability for the research aim based on the students' answers, and the questions were revised. It
was decided to relate the questions developed for technology perceptions and views to STS. The number of
questions being 9 in the pilot study was 15 after they were related to STS for the actual implementation.

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