Esnek Soruşturma Uygulanan Sınıfta Bilim Konuşmak: Bir Söylem Analizi

Abstract

According to Ministry of Education (2018), it is stated that "inquiry-based" learning strategy is adopted in the Science course. Based on this approach, Bayram (2020) put forward the "Flexible Inquiry-Based Teaching" (FIBT) model in which the learning environment is supported by "flexible inquiry activities", the scientific process skills used by scientists in accessing information are centered, and the learning environment is stretched by creating task and responsibility alternatives. In this context, the aim of the study is to investigate whether there is a difference between the discourse language of the pre-service teacher before and after the FIBT training in a classroom environment where Flexible Inquiry-Based Teaching (FIBT) activities are implemented. As a result of this study, which aims to determine how the discourse language of pre-service teachers changed before and after the FIBT, "investigation discourse codes" were created by the researcher and the data were analyzed because the codes previously selected to be used in the research were insufficient for the data of the study. Based on the codes created, at the end of the study, it was realized that while Teacher Burcu had an authoritarian dominant classroom discourse before the FIBT, she used dialogic discourse language after the FIBT training, and Teacher Mercan's classroom discourse language, which was determined as completely authoritarian before the FIBT, was in the direction of dialogic discourse after the FIBT training.