In this research, "Science Project Studies" in upper secondary school were performed with an emphasis on discussion. In order to promote meta-cognition of identification and control of experimental variables and research processes through discussion, the three items, "emphasis on problem determination and hypothesis setting stages", "emphasis on discussion in group," and "adoption of themes creating awareness of variable control" were determined as instruction strategies. Investigation of learning effects using TIPS II indicates that science process skills are significantly improved. Another investigation also revealed that 90% of students were able to describe research hypotheses and to meta-cognize research processes. These findings suggest that science process skills were developed by the teaching strategies in the "Science Project Studies" of this research.
Research papers (academic journals)
