Abstract
The aim of this study is to determine the current status of science teachers regarding the application of guided research inquiry-based teaching approach at 5th grade level. In order to achieve this aim, descriptive case study is used in the research. The study is carried out with three science teachers working in three different secondary schools affiliated to Kars National Education Directorate with 0-3, 4-10 and 10-year professional experience. The related data about the guided research inquiry-based teaching approach application levels of science teachers are collected by using structured interview form and video recordings of teachers' 5th grade level courses. In this context, the obtained data are analyzed according to the behaviors that should be displayed during the application process of research inquiry-based teaching approach, which is highlighted by Çavaş, Kesercioğu and Huyugüzel-Çavaş (2011). According to the findings of the research, it is concluded that teachers do not have enough knowledge about the guided research inquiry-based teaching approach, and they cannot use this teaching approach in their courses. In light of present findings of the study, related suggestions are given to science teachers, teacher educators and officials of the Ministry of National Education (MNE).
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