Investigation of science teachers 'attitudes to inquiry-based teaching according to some variables

The aim of this study is to determine the attitudes of science teachers towards inquiry-based teaching according to some variables. Mixed model was used in the study. The study group consisted of science (science, physics, chemistry, biology) teachers working in the provinces and districts of Yozgat in 2018-2019 academic year. The research data were collected by using Teacher Attitude Scale for Inquiry Based Teaching and teacher interview form. Quantitative data were collected with this scale, which was developed to determine the attitudes of science teachers based on research. Qualitative data were collected with interview form. The data obtained from the study were analyzed by parametric tests t-test and ANOVA and SPSS20.0 statistical program was used in these solutions. Scheffe (post hoc) test was used to determine the source of the difference between the groups for ANOVA. The results were evaluated in p =0,05 significance level. Interview data were given by tables and diagrams with descriptive analysis. According to the analysis; The attitudes towards Inquiry Based Teaching do not show a significant difference according to gender of the theachers, professional experience according to year, graduation according to the branches of the school, type of school, graduation status, average number of students in classes and sources used outside of textbook. According to other results obtained from the study; according to the frequency of teachers 'attitudes towards to attend professional development education, according to the frequency of using the laboratory class in the school and the frequency of using the teachers' approach. In the interview with the teachers; they are aware of this approach; they are trying to apply IBT approach by giving more research questions and creating an experimental environment; factors such as incomplete hardware, limited time, crowded classes make applications difficult; It was found that students could partially fulfill the assigned tasks. Based on the findings obtained from the study, some suggestions are presented. According to this; All teachers who want to use IBT approach can be allowed to participate in professional development training. A complete laboratory class can be established in all schools in order to prevent teachers from experiencing laboratory problems. In addition, teachers can be directed to these trainings by organizing in-service trainings necessary for all these to proceed without any problems.