Investigation of the effectiveness of research inquiry based learning approach in science education by meta analysis method

With the development of technology, the ease of access to information has enabled many innovations in the field of education, the adoption of new teaching strategies in education, and these innovations have also been reflected in teaching programs. The research Inquiry Based Learning approach in the science curriculum is one of these approaches. With research Inquiry-Based Learning, students consider, question, and solve the problems they face in scientific discussion environments. By sharing the ideas they produce with their friends, they identify the missing or wrong aspects and rebuild those ideas. The research Inquiry-Based Learning approach is a very important approach to "educating science literate individuals", which is within the objectives of the teaching programs. Research Inquiry-Based Learning approach has been seen as a result of a literature review, which has examined the impact of many studies on different variables. However, it has been observed that there are a small number of studies that determine the effectiveness of research Inquiry-Based Learning in general terms. Therefore, in this research, it is aimed to determine the effectiveness of research Inquiry Based Learning approach in Science Education in terms of some variables by meta-analysis method. In line with the objective, studies investigating the effectiveness of research Inquiry Based Learning in the field of Science Education between 2005 and 2018 were scanned and examined based on the National thesis center of Higher Education Council (YÖK) and Google academic databases, and a general conclusion was reached by meta analysis of 36 studies according to the determined criteria. The effect sizes of the included studies were calculated with the CMA (Comprehensive Meta-Analysis) program. In terms of success, scientific process skills, conceptual understanding, and attitude variables, it was determined that the research Inquiry-Based Learning approach had an effect in favor of other teaching methods applied in the studies. The overall impact of the research Inquiry- Based Learning approach on academic achievement is 1.247 to strong based on the random effects model; 0.482 to small based on the random effects model of the overall impact magnitude on scientific process skills; it was found that the overall effect magnitude on conceptual comprehension skills was 0.570 to moderate ix compared to the random effects model; the overall effect magnitude on attitude was 0.469 to minor compared to the random effects model. In addition, as a result of the descriptive analysis of 90 studies included in the study, findings related to the years, aims, subjects, sample sizes and levels, methods, data collection tools and analyses were included, the distribution of the studies according to the years of the article type studies; success according to the objectives; physics topics according to the subjects; groups of 31-100; according to the data analyses, t- test was determined to be the majority. This research can provide resources for research that will be done by combining and interpreting research Inquiry-Based Learning studies under a holistic outcome. At the end of the study, the researchers who will work on this subject, in science education, meta-analysis, academic achievement, scientific process skills, conceptual understanding and attitude variables that positively affect the use of Research-Based Learning approach to different courses to increase the use of In this study, it was suggested to conduct studies with elementary and high school students who did not have any studies, to carry out studies with more meta-analysis method on this subject, to include studies in international literature and to make researches for different variables.