Abstract
This study aimed to examine the effects of guided inquiry-based learning (GIBL) implementations applied to fourth-grade students in a Turkish rural school on both students and an elementary teacher. It was designed as a case study using qualitative data in the form of structured students’ views journaled by the teacher, used video recordings, and observations by the researcher. 15 GIBL experiments with 5E learning model in a structured classroom rather than laboratory were conducted with 42 students. The results of student’s views showed positive effects of GIBL implementations on the learning of concepts, interest to science, group work and the attitude of their teacher. GIBL implementations helped the teacher to realize her role regarding the students, awareness of the required competencies, skills, and self-confidence.
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