Effective learning based on guided inquiry in science education

The aim of the study is to determine the effect of the teaching approach based on guided inquiry (TABGI) on students' academic achievement, attitude towards questioning and self efficacy levels. TABGI is an approach in which the teacher gives a problem to the students and provides the necessary materials. In this approach students determine the necessary time period to reach the solution and identify the processes required for it. The teacher who plays a role as a guide allows students to have discussions forthe accuracy of the hypothesis makes the problem solving process easy. Students create their own questions and new concepts by using their previous information. Thus, students' motivation will have been increased by arousing curiosity among students. The independent variable of the study is the learning approach based on guided inquiry; the dependent variables are the students' academic achievement attitude and self efficacy levels towards questioning. Quasi-experimental design with pre-test and post-test control groups was used on the study which tries to determine teaching and effectiveness based on guided inquiry. The sample of the study includes the fifth grade students studying in a secondary school in Amasya. In the study, two groups which are one experiment group (N=20) and a control group (N=19) were determined. 'Change of Matter' unit which is one of the fifth grade units in Science Teaching Programme was selected for application. The application lasted 5 weeks (20 hours). The students in the experimental group were taught by using activities developed for guided inquiry. Activities were developed for the students to ask questions nominating to depict their own inquiry skills, to build up hypothesis, to do experiment and to apply all of them. Stages of the developed activities at the first step is to write the problem then, make predictions or create hypothesizes, select methods, test the predictions or hypothesizes, compare the results with the predictions, and write synthesis. Students in the control group were taught by preparing a lesson plan which includes the activities in the current textbooks. ' Change of Matter' Unit Achievement Test, Attitude Scale For Research Inquiry and Self- Efficacy Scale For Research Inquiry were used. In the analysis of data, firstly independent sample t test and then paired sample t test were used to the test achievement, attitude and self-efficacy. All these tests results were shown into tables by making comparisons. Further more, ANCOVA was conducted to analyse the attitudes and self-efficacy tests scores. According to the data, it verified that there is no significant difference between students' achievement scores before practice. It said that students in the experimental and control groups, in the pre-test of success mostly experienced difficulties in heat-temperatures and material proporties, students also had more difficulties in answering application and analysis level questions, students' success was higher in questions on knowledge level related to change of state of matter and distinctive features. Students' having difficulties in such topics like heat-temperatures and material proporties may be due that students'readiness level was low, and levels of questions were high. Students ' success was higher in questions on knowledge level. It may be due that levels of questions were low and that the questions measured direct information. It is verified that there was a significant difference between students' scores of attitude and self-efficacy in favor of experimental group prior to practice. It said that former Science teachers made activities that would effect the students' research and inquiry skills and attitudes positively. After practice was conducted, it verified that there were significant differences in favor of the experimental group among students'achievements and there were no significant differences between students' attitudes and self-efficacy levels. At the end of practice, it was determined that students' achievement levels increased. In the final success test, the questions received the most accurate answers from students in the experimental group is the question that is at the application level and that is related to heat- temperature subject which includes more misconceptions. In the heat- temperature subject which has more misconceptions, the experimental group students' success may stem from the activities caried out during teaching and the examples given in related to daily life. The questions received the most accure answers from the control group is the question related to 'Expansion' subject. While 9 students in the experimental group gave correct answer to this question, 13 students in the control group gave the correct answer. Students in both groups may give more accurate answers to this question because there are many examples in daily life related to 'Expansion' subject. At the end of the study, it is verified that students' attitudes for inquiry and self-efficacy did not change. According to students' pre-test results in both experimental and control group, it concluded that there is no significant difference between two groups in terms of success.Therefore, it is suggested that groups who have just started to study in the secondary school will be designed as homogeneous. According to students' pre-test results in both experimental and control group, it is concluded that students'success develops on the subjects such as heat-temperatures and material proporties, students are unsuccessful in application and analysis the level of questions and students are successful in questions on the knowledge level.Students can be given more examples from daily life related to these topics. It is concluded that there is a significant difference in favor of the experimental group between the pre-test students' scores related to attitudes and self-efficacy in both experimental and control groups. It is said that students have been influenced by activities carried out by former teachers. For the purpose, it is suggested that students should make such kinds of activities to develop skills and effectiveness. It concluded that there is a significant difference in favor of the experimental group in terms of students' achievement score. It can also be concluded that there is no significant differences between students' pre-test scores related to the research – inquiry and self-efficacy attitude scores in both experimental and control groups. It is suggested that activities carried out can be applied in all units because changing in the features of attitude and self-efficacy lasts a long time.