The Effect Of Inquiry Based Learning Approach For Students’ Academic Success In Science Teaching

Abstract

Araştırmadaki nicel ve nitel verilerin birbirini desteklediği, ön test ve son test puanları arasındaki farkın yüksek olduğu tespit edilmiştir. Nitel verilerin analizleri sonucunda; öğrencilerin derse karşı ilgilerinin arttığı, el becerilerinin geliştiği, deneyerek daha iyi öğrendikleri, merak duygularının arttığı, eğlenerek öğrendikleri ve derse daha etkin biçimde katıldıkları sonucuna varılmıştır.

The Effect of Layered Inquiry-Based Learning Model on Students' Skills, Values, and Attitudes

“…In the literature, it was reported that an inquiry-based learning approach increases students' interest in the course (Bilir, 2015), provides effective learning (Alouf & Bentley, 2003;Bozkurt, 2012;Bozkurt et al, 2013, Cuevas et al, 2005Çelik & Deaktor, 2005Çelik & Deaktor, , Çavaş, 2012Wu & Hsieh, 2006) and increases students' participation in the course (Bilir, 2015;Coşkun, 2018;Lin et al, 2009). It has also been determined that the Layered Inquiry-Based Learning Model provides order in the learning process to be developed differently from the other studies.…”

Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses

“…At the same time, as a result of this study, it can be said that the method of learning arguments-driven inquirys parallels the views expressed by students about the development of skills such as communication and decision-making in themselves with literature. In this context, studies have been found that research-inquiry-based learning improves problem-solving skills, in-depth thinking, conceptual understanding and creativity in students (Bilir & Özkan, 2018;Bliss & et al, 2007;Duban, 2008;Yasar & Duban, 2009;Wu & Hsieh, 2006;Wallace & Kang, 2004).…”

“…In the study of the relevant literature, studies have been found that argumentation-based learning and research query-based learning methods improve the affective characteristics of students (Bliss & et al, 2007;Blumenfeld & et al, 1991;Can, 2012;Calıskan, 2008;Eilam, 2002;Genctürk & Türkmen, 2007;Lord & Orkwiszewski, 2006;Polman, 2000;Sen, Yilmaz & Erdogan, 2016;Taskoyan, 2008;Tatar, 2012;Tuan, Chin, Tsai & Cheng, 2005 laboratories responsibilities of the students by learning more in the course of participation, the learning process is more effective, the students develop their ability to ask better questions and to ask questions on the subject are more motivated, self-confidence and an improved ability to reported that there is an increase in the scientific process. As a result of the Bilir (2015) study, the research stated that students learned by having fun and effectively in the sense of learning, learned based on experimentation and observation, learned that their knowledge is permanent and participated effectively in the lesson; motivation in the affective sense and positive attitude towards the lesson, learned by doing group work in the sense of social impact. At the same time, as a result of this study, it can be said that the method of learning arguments-driven inquirys parallels the views expressed by students about the development of skills such as communication and decision-making in themselves with literature.…”

“…Roychoudhury and Roth (1992) emphasized that interrogation-type laboratory applications develop higher scientific process skills with non-traditional laboratory experiments in which students are given the freedom to experiment. In the study by Bilir (2015), students' observations about social and sensory processes prior to implementation in the process; after the application, it stated that it included observations about social, sensory and cognitive processes. In his study, Orcutt (1997) revealed that questioning-based science learning improved the basic process skills of its students.…”

“…In other science courses, students who expressed a negative opinion about the method of questioning based on arguments stated that writing is boring, not like to talk and not to like the questioning of their ideas. When the relevant literature was examined, Bilir (2015) emphasized that as a result of his observations, students expressed negative opinions about the method of research inquiry due to not loving the course, boredness and not finding it fun, reluctance to teach, finding himself inadequate and passive. In his study, Hofstein and Lunetta (1982) reported that students enjoyed laboratory work and that these laboratory experiences resulted in positive and improved attitudes and interest in science.…”