Types of Feedback in Inquiry Science Learning Classroom in Secondary Education
DOI:
https://doi.org/10.52963/PERR_Biruni_V12.N2.03Keywords:
Feedback, Feedback function, Feedback method, Inquiry based science learningAbstract
Although an inquiry-based approach has been adopted in science lessons in recent years, the characteristics of this approach have been ignored in determining teacher feedback. In this study, it is aimed to determine teacher feedback by considering the cognitive and affective components inherent in inquiry. This study, based on qualitative research, was conducted with an instrumental case study design. The types of verbal feedback given by the teacher were followed during the inquiry-based science lessons. With the content analysis of the collected data, the feedback was classified according to their method and function. In this study, the place of the feedback types determined in the environment where inquiry-based learning is taken into account, in the literature is discussed by comparing them with the existing feedback types.
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