The effects of inquiry-based science teaching on students' science process skills and attitudes

Because of the science and the technology is moving very quickly, the need of the well-rounded individuals that can adapt to innovation with the developments today, investigate and inquire, has been increasing. The main targets of the curriculums are to educate scientifically literate individuals who actively participate in the learning environments. Science curriculum in our country, as amended in 2004, a student-centered program was implemented based on constructivism. However, through recent changes made in 2013, the new curriculum has been adopted gradually with a vision to educate scientific literacy and inquiry-based learning strategy. In this study, it was intended to compare the effects of science lessons that inquiry-based science learning strategy are used and not used on the 5th and 6th grade secondary school students in respect of their science process skills, scientific attitudes and attitudes towards science and technology. The study was conducted in three stages during the first and second terms 2012-2013 academic year. In this study, quasi-experimental pretest-posttest control group design was used. The study was carried out on a total of 4 branches; the 5th grade experimental group, 5th grade control group, the experimental group of 6th grade, 6th grade control group. The experimental group students have participated respectively; 1. Structured inquiry that was planned to work on and applied by teacher 2. Guided inquiry that was planned correlatively by teacher and students 3. Open or independent inquiry that was planned by students. Data of the study were collected with Scientific Process Assessment Test, Scientific Attitude Scale, Science and Technology Attitude Scale. And also interviews with the students of the experimental group and students' diaries were conducted. The data was analyzed by MANCOVA and ANCOVA on SPSS 21 statistic program to test hypothesis of the study. The analysis of student interviews were evaluated with descriptive analysis. Diaries were evaluated qualitatively with content analysis. Results of the MANCOVA showed that there was meaningful difference on scientific process skills, scientific attitudes and attitudes towards science of the 6th grade and total of 5th and 6th grade students. But there was not meaningful difference on scientific process skills, scientific attitudes and attitudes towards science of the 5th grade students. According to the results of research based on ANCOVA, the lessons taught with inquiry based learning strategy made meaningfull difference on students' science process skills. However, the lessons taught with inquiry based learning strategy didn't make meaningfull difference on students' scientific attitudes and attitudes towards science and technology. The applications practiced in this study made the students feel like scientists and realize that they have features available in scientists, as well. With the implementation of inquiry-based science learning strategy, students will be able to see the world more scientifically and grow up as scientifically literate individuals. Key Words: Inquiry Based Science Aproach, Inquiry Based Learning Strategy, Science Process Skills, Scientific Attitude, Attitude Towards Science and Technology