Year 2019, Volume 1, Issue 2, Pages 91 - 118 2019-03-13

Literature Review on Inquiry-Based Learning in Science Education
Fen Eğitiminde Sorgulama Dayalı Öğrenme Hakkında Literatür Taraması

Yurdagul BOGAR [1]

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Today, what is expected from education is raising individuals who learn how to learn. In this situation, traditional learning approaches and traditional methods could not supply this demand because in traditional education, the teacher who is in the active position uploads lots of information which students are not curious about or interested in. The students in this situation acquire the information without questioning and internalizing it, and thus cannot learn how to learn because of the passive position they are in. Therefore, new approaches to curriculum programming enable students to learn how to learn, to acquire high level thinking skills and positive attitudes towards the lesson. In this study, it is aimed to review literature related to inquiry-based learning. In order to reach this aim, this topic will be reviewed under twelve main headings within the current study. These are definition of inquiry, inquiry-based learning, types of inquiry-based learning, models that are used in the process of inquiry-based learning, methods and techniques used in inquiry-based learning, evaluation in inquiry-based learning, the importance of inquiry-based learning in science education, different roles of teachers in inquiry-based learning, different roles of students in inquiry-based learning, inquiry-based learning environments and its characteristics, misconceptions concerning inquiry-based learning and challenges encountered in inquiry based learning. Moreover, some sub-headings will follow the main headings.

Çağımızda eğitimden beklenen öğrenmeyi öğrenen bireylerin yetiştirilmesidir. Bu durumda geleneksel öğrenme yaklaşımları ve geleneksel yöntemler beklenen bu ihtiyacı karşılayamamaktadır. Çünkü geleneksel eğitim anlayışında aktif olan öğretmen öğrenciye merak ve ilgisinin olmadığı birçok bilgi yüklemesi yapmakta, öğrenci ise bu durumda sorgulamadan veya içselleştirmeden doğrudan bilgiyi almakta ve dolayısı ile pasif durumda olduğundan öğrenmeyi öğrenememektedir. Dolayısıyla öğrenmenin öğrenilmesi, üst düzey düşünme becerilerinin ve derse karşı olumlu tutumların kazandırılması ihtiyacıyla müfredat programları yeni yaklaşımlarla yapılandırılmaktadır. Bu çalışmada, sorgulamaya dayalı öğrenme ile ilgili literatürün gözden geçirilmesi amaçlanmıştır. Bu amaca ulaşmak için, bu konu mevcut çalışma kapsamında on iki ana başlık altında incelenecektir. Bunlar sorgulamanın tanımı, sorgulamaya dayalı öğrenme, sorgulamaya dayalı öğrenmenin türleri, sorgulamaya dayalı öğrenme sürecinde kullanılan modeller, sorgulamaya dayalı öğrenmede kullanılan yöntemler ve teknikler, sorgulamaya dayalı öğrenmede değerlendirme, fen eğitiminde sorgulamaya dayalı öğrenmenin önemi, sorgulamaya dayalı öğrenmede öğretmenlerin farklı rolleri, sorgulamaya dayalı öğrenmede öğrencilerin farklı rolleri, sorgulamaya dayalı öğrenme ortamları ve özellikleri, sorgulamaya dayalı öğrenme ile ilgili kavram yanılgıları ve sorgulamaya dayalı öğrenmede karşılaşılan zorluklar. Ayrıca, bazı alt başlıklar ana başlıkları takip edecektir.

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Primary Language en
Journal Section Articles
Authors

Orcid: 0000-0002-1791-3047
Author: Yurdagul BOGAR (Primary Author)
Institution: Hakkari Universitesi
Country: Turkey


Dates

Publication Date: March 13, 2019

Bibtex @review { ubed497258, journal = {Uluslararası Bilim ve Eğitim Dergisi}, issn = {}, eissn = {2667-4122}, address = {Gürbüz OCAK}, year = {2019}, volume = {1}, pages = {91 - 118}, doi = {}, title = {Literature Review on Inquiry-Based Learning in Science Education}, key = {cite}, author = {BOGAR, Yurdagul} }
APA BOGAR, Y . (2019). Literature Review on Inquiry-Based Learning in Science Education. Uluslararası Bilim ve Eğitim Dergisi, 1 (2), 91-118. Retrieved from http://dergipark.org.tr/ubed/issue/43862/497258
MLA BOGAR, Y . "Literature Review on Inquiry-Based Learning in Science Education". Uluslararası Bilim ve Eğitim Dergisi 1 (2019): 91-118 <http://dergipark.org.tr/ubed/issue/43862/497258>
Chicago BOGAR, Y . "Literature Review on Inquiry-Based Learning in Science Education". Uluslararası Bilim ve Eğitim Dergisi 1 (2019): 91-118
RIS TY - JOUR T1 - Literature Review on Inquiry-Based Learning in Science Education AU - Yurdagul BOGAR Y1 - 2019 PY - 2019 N1 - DO - T2 - Uluslararası Bilim ve Eğitim Dergisi JF - Journal JO - JOR SP - 91 EP - 118 VL - 1 IS - 2 SN - -2667-4122 M3 - UR - Y2 - 2019 ER -
EndNote %0 Journal of International Science and Education Literature Review on Inquiry-Based Learning in Science Education %A Yurdagul BOGAR %T Literature Review on Inquiry-Based Learning in Science Education %D 2019 %J Uluslararası Bilim ve Eğitim Dergisi %P -2667-4122 %V 1 %N 2 %R %U
ISNAD BOGAR, Yurdagul . "Literature Review on Inquiry-Based Learning in Science Education". Uluslararası Bilim ve Eğitim Dergisi 1 / 2 (March 2019): 91-118.
AMA BOGAR Y . Literature Review on Inquiry-Based Learning in Science Education. Uluslararası Bilim ve Eğitim Dergisi. 2019; 1(2): 91-118.
Vancouver BOGAR Y . Literature Review on Inquiry-Based Learning in Science Education. Uluslararası Bilim ve Eğitim Dergisi. 2019; 1(2): 118-91.