Guided Inquiry-Based Learning Practices

Year 2023, , 471 - 487, 11.07.2023

Aslı Şensoy , Munise Güneş

https://doi.org/10.14686/buefad.795391

Abstract

This study was aimed to examine guided inquiry-based learning effect, which is in the "human body systems" unit at the seventh-grade level, on academic achievement and scientific process skills. In this direction, the study was conducted with 46 seventh-grade students. One of the groups consisting of 23 students constituted the experimental group where the guided inquiry practices designed by the researchers were performed. And the other group constituted the control group where learning was provided through the direct instruction method. Data were obtained by the scientific process skills test and academic achievement test. These tests applied before and after the lessons to both groups. When the data were analyzed, the academic achievement test mean score of the experimental group was higher if we compare with the control group. But the mean score was not statistically significant. In the mean scores of the scientific process skills test, it was concluded that there was a statistically significant difference in favor of the experimental group. Accordingly, it is thought that guided inquiry-based learning can contribute the basic scientific process skills of the students but there is no extra contribution found to academic achievement if the concepts are easy to remember.

Keywords

Guided inquiry-based learning, Academic achievement, Scientific process skills

Rehberlikli Araştırma-Sorgulamaya Dayalı Öğrenme Uygulamaları

Abstract

Bu çalışmada, yedinci sınıf düzeyinde "vücudumuzdaki sistemler" ünitesinde yer alan, rehberlikli araştırma-sorgulamaya dayalı öğrenmenin akademik başarı ve bilimsel süreç becerileri üzerindeki etkisinin incelenmesi amaçlanmıştır. Bu doğrultuda araştırma 46 yedinci sınıf öğrencisi ile yürütülmüştür. Araştırmacılar tarafından tasarlanan Rehberlikli araştırma-sorgulama uygulamalarının gerçekleştirildiği deney grubunu 23 öğrenci oluşturmuştur. Diğer grup ise doğrudan öğretim yöntemi ile öğrenmenin sağlandığı kontrol grubunu oluşturmuştur. Veriler bilimsel süreç becerileri testi ve akademik başarı testi ile elde edilmiştir. Bu testler her iki gruba da derslerden önce ve sonra uygulanmıştır. Veriler incelendiğinde, deney grubunun akademik başarı testi puan ortalamasının kontrol grubu ile karşılaştırıldığında daha yüksek olduğu görülmüştür. Ancak ortalama puanları arasındaki bu farklılık istatistiksel olarak anlamlı bulunmamıştır. Bilimsel süreç becerileri testinin ortalama puanlarında deney grubu lehine istatistiksel olarak anlamlı bir fark olduğu sonucuna varılmıştır. Buna göre, Rehberlikli araştırma-sorgulamaya dayalı öğrenmenin öğrencilerin temel bilimsel süreç becerilerine katkı sağlayabileceği ancak kavramların hatırlanması noktasında akademik başarıya katkıda bulunmayacağı düşünülmektedir.

Keywords

Rehberlikli araştırma-sorgulama, Akademik başarı, Bilimsel süreç becerileri

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