The Impact of Inquiry Based Learning Approach on Secondary School Students’ Science Process Skills

Sabriye Şahintepe,Mehmet Erkol,Bülent Aydoğdu

doi:10.32591/coas.ojer.0402.04117s

Abstract

The aim of this research was to investigate the effect of science course which is based on inquiry based learning approach on seventh grade students' scientific process skill levels. Both quantitative and qualitative data collection methods were used in the study. Considering that both quantitative and qualitative data collection methods were used, the study involved a mixed-method design. The research process was carried out according to the simultaneous transformational mixed research design. The study group consisted of 40 students at seventh grade who were studying in public schools in a district in the western part of Turkey in the 2016-2017 academic year. The data analysis was carried out with Scientific Process Skills Scale and Semi-Structured Interview Form. The obtained data were analyzed using statistical methods. As a result of the study, it was determined that the scientific process skill levels of the students in the experimental group increased statistically significantly compared to the students in the control group. Additionally, the results obtained in the analysis of qualitative data support the results obtained from the quantitative data.

Highlights

Nowadays, it is more important to teach students how to reach scientific knowledge instead of giving it directly
There is no statistically significant difference between the basic science process skills (SPS), high level SPS, and general SPS levels before the application process of the experimental and control groups, there has been a significant difference between basic SPS, high level SPS, and general SPS levels of the experimental and control groups in favor of the experimental group after the Inquiry-based Learning (IBL) process
A statistically significant difference has been found between the pre-test and post-test scores of the basic SPS, high level SPS, and general SPS levels of the experimental group students in favor of the post-tests. This shows that the IBL approach has an effect on the basic SPS, high level SPS, and general SPS levels

Summary

Introduction

It is more important to teach students how to reach scientific knowledge instead of giving it directly. Students should be provided with opportunities to grow up as individuals who investigate, question, think critically, and manage their own learning process. In this regard, educators have been supporting students’ learning through direct experiments for a long time. Educators have been supporting students’ learning through direct experiments for a long time This issue was dealt by John Dewey in 1916 with the emphasis that understanding scientific method is more important than memorizing scientific knowledge (Lederman, 1992). It is stated that students learn better through direct experiments for a specific purpose, providing.

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