Preparing Digital Stories through the Inquiry-Based Learning Approach: Its Effect on Prospective Teachers' Resistive Behaviors toward Research and Technology-Based Instruction

Abstract

The purpose of the study was to determine the effect of preparing digital stories through an inquiry based learning approach on prospective teachers' resistive behaviors toward technology based instruction and conducting research. The research model was convergent parallel design. The sample consisted of 50 prospective teachers who had completed their education at Mersin University's Preschool Teaching Program during the 2013-2014 academic year The experimental group was asked to prepare a digital story based on an inquiry based learning approach and then to integrate it into their instruction at Mersin University's Application Kindergarten and Preschool. The control group, however, prepared digital stories based on an explanatory teaching approach. Data were collected using such measurement tools as the Resistance toward Research Scale and the Resistance toward Technology Based Instruction Scale both before and after implementation. Moreover, prospective teachers' own views on their resistive behaviors and the sources of such behaviors were gathered using questionnaires. The results of the study indicated that a significant difference existed between the experimental and control group's resistive behaviors. The factors leading to resistance toward conducting research included academicians' not taking the role of a guide, learners' negative feelings, the inexistence of interactive learning environments, and the frequency of conducting research. Furthermore, prospective teachers' resistive behaviors towards technology based instruction were found to be due to academicians' qualifications, the inexistence of various technology based instruction activities, and negative perceptions toward technology based instruction.