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This study aims to investigate the effect of guided inquiry-based learning approach on conceptual change and durability of sixth-grade middle school students regarding density concept. In this study, qualitative research methods were used. The study group consisted of 26 students studying in the sixth grade of a state middle school in the western part of Turkey. The data collection tool Test of Conceptual Understanding of Density (TCUD), including three open-ended questions, was used. TCUD was administered to the students in the study group before, immediately after, 6 weeks after and 24 weeks after the instruction. The results showed that the rate of giving scientific answers about the density concept of increased, whereas the rate of misconceptions decreased. It was also determined that the students were able to preserve scientific knowledge 6 and 24 weeks after the instruction, even if it was not the same as after the instruction. The effect of the course content which was prepared by following the guided inquiry-based learning approach on students' conceptual change and durability regarding the concept of density was discussed within the scope of the relevant literature and suggestions were made for further studies.
Keywords: Conceptual change, conceptual durability, guided inquiry, middle school students
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