Abstract
This quasi-experimental study investigated the effect of research-inquiry based teaching strategies on students’ academic achievements (AA), attitudes, and scientific process skills (SPS). The study sample comprised 50 students studying in Grade 7 in a secondary school affiliated to the Ministry of Education (MoE) in Bartın. In this study, experiment and control groups were selected to determine the effect of research-inquiry based teaching strategies. A draft teaching program for the “Reflection and Light Absorption in Mirrors” topic was conducted for three weeks with the experimental group in accordance with the research-inquiry based teaching philosophy and in compliance with the achievements included in the MoE curriculum. In the control group, the regular Classroom Science Course Curriculum was followed. SPS Test, AA Test, and Attitude Scale were employed for the pre and posttests of the experimental and control groups. The test results were analyzed using quantitative analysis methods. The use of research-inquiry based strategies in science courses in research was thus found to have a positive impact on students’ AA, attitudes, and SPS.
Highlights
This quasi-experimental study investigated the effect of research-inquiry based teaching strategies on students’ academic achievements (AA), attitudes, and scientific process skills (SPS)
Research Problem and its Subproblems This study focuses on the following research problem: Is there a significant difference between the AA, attitude toward the course, and SPS in the pre and posttests scores of the students in the experimental group in which research-inquiry based activities were applied and the students in the control group where the teaching methods were applied according to regular science curriculum?
This study examined the effect of research-inquiry based activities on student AA, attitudes, and SPS on Grade 7 students of an elementary school enrolled in a science course
Summary
Yaşar and Duban (2009) concluded that research-inquiry based learning approach increases the science process skills of Grade 5 elementary school students, makes the lessons fun, and positively affects the students’ attitudes toward scientists. As a result of their study with Grade 9 students, Chang and Mao (1999) found that education with research-inquiry based learning significantly increased their achievements compared to the traditional method; in addition, it was stated that positive developments were observed in student behavior and attitudes during the application process. There are many studies showing that there is a positive relationship between the use of research-inquiry based learning activities in science teaching and student achievement (Bozkurt, 2008; Chang & Mao, 1999; Karakuyu, Bilgin, & Sürücü, 2013; Kaya & Yılmaz, 2016; Tobin, 1986; Ulu & Bayram, 2014; Yalçın, 2014; Yaşar & Duban, 2009; Yıldırım, 2012). The present study is essential because it contributes to research-inquiry based research conducted in primary education
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