Developing Inquiry-Based Online Laboratory Activities Using Different Phases of the Learning Cycle Model: An Action Research ÖğrenmeDöngüsüModelininFarklıAşamalarınıKullanarakSorgulamaya Dayalı Çevrim İçi Laboratuvar Etkinliklerinin Geliştirilmesi: Bir Eylem Araştırması
Milli Egitim, vol.55, no.250, pp.683-720, 2026 (Scopus, TRDizin)
- Publication Type: Article / Article
- Volume: 55 Issue: 250
- Publication Date: 2026
- Doi Number: 10.37669/milliegitim.1572691
- Journal Name: Milli Egitim
- Journal Indexes: Scopus, Central & Eastern European Academic Source (CEEAS), TR DİZİN (ULAKBİM)
- Page Numbers: pp.683-720
- Keywords: action research, açık uçlu laboratuvar etkinlikleri, bilimsel sorgulama becerileri, eylem araştırması, eş zamanlı çevrim içi laboratuvar ortamı, online biology experiments, open-ended laboratory activities, scientific inquiry skills, synchronous online laboratory environment, çevrim içi biyoloji deneyleri
- Hacettepe University Affiliated: Yes
Abstract
The aim of this study is to develop inquiry-based laboratory activities to be implemented in synchronous online biology lessons and to offer solutions to the problems identified in both the development and implementation processes. During the Covid 19 pandemic, face-to-face education was rapidly transitioned to distance education. In online lessons the focus was mainly on teaching the theory and laboratory activities could not be done. In this study, five open-ended IBLA were developed using different phases of the learning cycle model to be implemented in online lessons. These laboratory activities were implemented in online lessons using Zoom within the sequential spiral structure of action research. The study group of the research consists of seven International General Certificate of Secondary Education (IGCSE) 10th grade students and two science teachers studying at an international school in Gölbaşı district of Ankara. Qualitative data were collected through researcher diaries, semi-structured and unstructured interviews with the students. The laboratory activity in the first action plan was developed using the 7E learning cycle model. This model was found to be out of focus and inefficient in terms of time for online laboratory activities and 5E learning cycle model was used in the next activity. It was found out that both the 7E and 5E models had positive effect on the development of students' science process skills, but they were not sufficient in terms of developing scientific inquiry and suitability for online use. In line with the data obtained from the implementation of laboratory activities, a new model called Spiral-3E was developed and implemented.