Effect of the blended learning method on 6th grade students' understandings of the aspects of nature of science, family resemblance approach and scientific inquiry

The aim of this study is to determine the impact of triple blended learning environment (face to face + online + out of school time) compared to double blended learning environment (face to face+ out of school time) on 6th grade students' views on understanding the aspects of Nature of Science, Family Resemblance Approach and Scientific Inquiry in the Science Course. These courses were carried out based on face to face and out of school time environments in the control group; however, consisted of face-to-face, out-of-school time and online learning environments in the experimental group, using the Community of Inquiry for 12 weeks. These aspects was carried out by explicit-reflective approach in all learning environments. The online learning environments in which the experimental group students participated consist of "Moodle Learning Management System", "Mahara E-Portfolio" and "E-Journal System" with 10 sub-components. The current study was descriptive and interpretive in nature and focused on the meanings that participants ascribed to the targeted Nature of Science, Family Resemblance Approach and Scientific Inquiry aspects over a period of time. In this context, "Views on Nature of Science", "Views on Family Resemblance Approach" and "Views about Scientific Inquiry"were applied to determine students' views, and individual-semi-structured interviews were conducted after each survey in accordance with the surveys. This survey and interview were conducted at the beginning and at the end of the study. All the data obtained from the surveys and interviews were analyzed inductively with the triangulation, and a common decision was reached about the students' views of the Nature of Science, Family Resemblance Approach and each theme of the Scientific Inquiry. All collected data were analyzed by using the 5-point evaluation category. The data were analyzed based on an approach of views continuum" as follows: "Naïve view", "Transitional/mixed view", "Less informed view", "More informed view", and "Even more/the most informed view" to determine the changes in students' understandings of these aspects from the beginning to the end of the study. The results of the research showed that the understanding of the students in both groups regarding the Nature of Science, Family Resemblance Approach and Scientific Research themes were similar at the beginning, while the findings obtained from the post-test results showed that the application was in favor of the experimental group (Triple belended learning- face to face + online + out of school). Findings of the study provide important outputs in terms of how blended learning should be formed according to the Comunity of Inquiry in teaching the Nature of Science, Family Resemblance Approach and Scientific Inquiry aspects to middle school students.