İlköğretim 4. Sınıf Fen Bilgisi Dersinde Sorgulama Yöntemi ve Etkinliği Üzerine Bir Çalışma

The purpose of this study was to compare students\' achievement levels with the effects of Inquiry and traditional teaching methods in the unit of Diversity of Living Things at the 4th grade Elementary Science Courses. This study was carried out in 4th grade elementary science courses as two groups with 50 students in the spring semester of 2003-2004. Inquiry-teaching method and traditional teaching method were applied to experimental and control groups, respectively. This study took seven weeks and to check students\' achievement levels, pre and post achievement tests were given to the both groups. As a result of the analysis of data, at the beginning, there were no statistically significant differences between two groups. At the end of study, there were statistically significant differences between two groups (P<0,05) that the achievement level of experimental group with inquiry teaching method was significantly higher than that of csorgulama yöntemi, geleneksel öğretim yöntemi, fen bilgisi eğitimi.Inquiry Methods, Traditional Teaching Method, Science Education Tam Metin

Bu çalışmanın amacı, ilköğretim 4. sınıf fen bilgisi dersi canlılar çeşitlidir ünitesinde öğrencilerin başarı düzeyleri açısından geleneksel öğretim metodu ile sorgulama yönteminin etkilerini karşılaştırmaktır. Araştırma 2003–2004 eğitim- öğretim yılının bahar döneminde ilköğretim okulunun iki farklı sınıfında 4. sınıf düzeyindeki 50 öğrenciyle yapılmıştır. Sorgulama (soruşturma=inquiry) yöntemi ile öğretim deney grubuna; geleneksel öğretim yöntemi ise kontrol grubuna uygulanmıştır. Bu çalışma yaklaşık 7 hafta sürmüş ve konu ile ilgili başarı testi başarı durumlarını karşılaştırmak amacı ile her gruba ön test ve son test olarak verilmiştir. Verilerin analiz edilmesi sonucunda; başlangıç düzeyinde gruplar arasında anlamlı bir başarı farkı gözlenmezken, çalışma sonucunda ilköğretim 4. sınıf &oThe purpose of this study was to compare students\' achievement levels with the effects of Inquiry and traditional teaching methods in the unit of Diversity of Living Things at the 4th grade Elementary Science Courses. This study was carried out in 4th grade elementary science courses as two groups with 50 students in the spring semester of 2003-2004. Inquiry-teaching method and traditional teaching method were applied to experimental and control groups, respectively. This study took seven weeks and to check students\' achievement levels, pre and post achievement tests were given to the both groups. As a result of the analysis of data, at the beginning, there were no statistically significant differences between two groups. At the end of study, there were statistically significant differences between two groups (P<0,05) that the achievement level of experimental group with inquiry teaching method was significantly higher than that of csorgulama yöntemi, geleneksel öğretim yöntemi, fen bilgisi eğitimi.Inquiry Methods, Traditional Teaching Method, Science Education Tam Metin