The effect of inquiry based learning approach on academic achievement, scientific process skills, scientific creativity and science self-efficacy belief in sixth-grade science education

The aim of this study is to investigate the effect of using an inquiry-based learning approach in science lessons for 6th students on their scientific process skills, scientific creativity, science self-efficacy beliefs and academic achievement. A pre-test post-test control group quasi-experimental design was used in the research. The study group of the research consisted of 6th grade students in the 2021-2022 academic year. A total of 70 students participated in the research. The experimental gruop used the inquiry-based learning approach, while the control group used the activities in the current curriculum. To collect data, the acdemic achievement test, scientific process skills, scientific creativity test and science self-efficacy belief scale were used. According to the findings of the study, significant differences were observed between the experimental and control groups in the pre-test and post-test scores for academic achievement, scientific process skills, and scientific creativity, while no significant difference was found in the scores for science self-efficacy beliefs. When the pre-test scores of the experimental and control groups were controlled, there was no significant difference in the post-test scores for the academic achievement test, the scientific process skills test, or the science self-efficacy beliefs related to the "Ses ve Özellikleri" unit. However, a significant difference in favor of the experimental group was found in the post-test scores for academic achievement and scientific process skills related to the "Vücudumuzdaki Sistemler ve Sağlığı" unit. Additionally, when the pre-test scores of the experimental and control groups were controlled, a significant difference in favor of the experimental group was observed in the post-test scores for the total score, flexibility, and originality sub-dimensions of scientific creativity, while no significant difference was found in the fluency sub-dimension. Moreover, a significant difference in favor of the experimental group was identified between the post-test and retention test scores for the academic achievement test. Based on the study's results, recommendations were provided for the incorporation of inquiry-based learning approaches aimed at enhancing students' scientific creativity and scientific process skills in science education