Abstract:

The aim of this study is to examine the effects of the applications in the General Physics Laboratory III (Geometric Optics Subjects) course on the academic achievement of prospective science teachers according to open questioning and confirmatory questioning learning approaches. In this context, a total of 44 pre-service teachers, 23 of whom were experimental and 21 of whom were in the control group, taking General Physics Laboratory III course in the second year of Science Education Program in a public university in Ankara in the 2018-2019 academic year fall semester form the study group of the research. The research was conducted within the framework of quasi-experimental design from quantitative research patterns. The data were collected as pre-test before the application process started and as post-test after the application process finished. SPSS 21 statistical analysis program was used to analyze the data. Descriptive statistical techniques were used to determine the general distributions of prospective teachers' responses to the test used in the study. The quasi-experimental design with pre-test and post-test control group in which the effects of laboratory practices organized according to open questioning and confirmatory questioning-based learning approaches on the academic achievement of the prospective teachers were used. In the study, then, the achievement test posttest mean scores of the prospective teachers in the experimental and control groups were compared and a significant difference was found between the achievement test post-test mean scores in favor of the experimental group.

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