The effect of model-based learning on views about scientific inquiry, creativity, academic achievement & attitude of 6th grade students

In this study, the effect of model based teaching method on 6th grade students' attitudes towards scientific inquiry, achievements of "Electrical Conduction" and their attitudes towards science lessons and creativity were investigated. This study was conducted with 18 students (8 girls and 10 boys) who were studying in the sixth grade of a public school. Based on model based teaching, lessons plans were prepared to teach electrical conduction for science lessons, and after the application of these plans, classroom discussions were conducted with the students. Data were collected with opinions about scientific inquiry form (VASI), Torrance creative thinking test, attitudes towards science lessons scale, and an achievement test about electrical conduction, consisting of multiple choice questions, prepared by the researcher in a pre and post-test design. When the results obtained from the achievement test and the attitude scale were examined, it was observed that there was a statistically significant difference between the pre and post test scores of the students in the positive direction. When the analysis part of scientific inquiry form was analyzed, it was found that there has been a significant difference between the pre-test and the post-test of all the components of the interview data, while there is a slight difference in the data obtained from the forms. There was no difference in their creativity levels. These results show that model-based science teaching has a positive effect on students' views on academic achievement, attitudes towards teaching and scientific inquiry, and but does not make a positive contribution to their creativity.Scientific Inquiry, Model Based Science Teaching, creativitiy, Attitude, Academic Achievement,