Sorgulamaya Dayalı Fen Eğitiminin Öğrencilerin Bilimsel Sorgulama ve Sorgulayıcı Öğrenme Becerilerine Etkileri
Özet
The aim of this study is to determine the effects of inquiry-based science teaching approach on students' scientific inquiry skills and their perceptions of science-oriented inquiry skills. The study was carried out with a quasi-experimental design, one of the quantitative research methods. A total of 50 students from two 5th grade classes in the Secondary School, which provides bussed education in Çubuk district of Ankara province, participated in the study. A quasi-experimental design with pre-test and post-test control groups was used in the research. In the study, in which an experiment and a control group were formed, a 24-hour application period was determined within the scope of the "Scattering of Light" unit. In addition, due to the pandemic process, lesson plans and the application process have been planned separately for online education, hybrid education and face-to-face education situations in order to make the application. In the research, before and after the application, scales were applied to the 5th grade students studying in secondary schools and data were collected from them and the students' views on scientific inquiry and inquiry learning skills were obtained. In the study, data were collected using the ‘Scale Of Inquiry Learning Skills Perception Devise’ (MILSRD) and the 'VASI' questionnaire (‘The Views About Scientific Inquiry Questionnaire’). The collected data were analyzed using the SPSS program. The findings gave the researcher an idea about the effects of science education given with an inquiry-based approach on the development of students' scientific inquiry skills and their perceptions of inquiry learning skills towards science. According to the findings obtained at the end of the research; it was found that the perceptions of inquiry learning skills and scientific inquiry levels of the students who participated in the lessons taught with inquiry-based science education increased, and this increase made a statistically significant difference.
