The effect of inquiry-based education on science learning of fourth grades supported by activities on the nature of science and socio-scientific issues

The aim of this research was to investigate the effects of inquiry-based science teaching supported by nature of science and socioscientific issues activities on students' science learning in a primary school fourth grade science course. The study group consisted of 28 fourth year primary school students enrolled in a primary school in a socioeconomically disadvantaged region of the Adana Province, in 2017-2018 academic year. To obtain detailed data about application of inquiry teaching supported by nature of science and socioscientific issues activities, the researcher, who was also the teacher, conducted the study in her classroom. The study was designed with an action research methodology and the study group was selected by convenience sampling method. Data collection instruments included Views of Nature of Science Questionnaire (VNOS-E), Views About Scientific Inquiry Questionnaire (VASI), Inquiry Skills Test (IST), which were applied as pre-mid-post-tests, reflection writings written by the teacher and students throughout the activities, concept learning tests, and worksheets. All of the activities in the study were based on the objectives in the 2013 science curriculum. Inquiry based science education activities were designed to develop students' science process skills. The activities about nature of science were designed based on four nature of science themes, scientific knowledge is open to change, based on observation and inference, subjective, and based on creativity and imagination. In the final stage of the study, socioscientific issues activities were conducted. As a result of the research, it was concluded that inquiry-based science teaching supported by nature of science and socioscientific issues activities have a positive impact on students' views on science and nature of science and their science process skills. Students' scores on VNOS-E, VOSI, IST, and concept learning tests were improved. The reflection writings data from the teacher and students revealed that especially some disadvantaged students were more active during the activities and they displayed their skills better.