Differentiated teaching approach andapplication of activities supported by skill-based questions in science lesson: an action research

Purpose: The aim is to observe how sixth-grade students can participate in the learning-teaching process in science classes through activities prepared considering the differentiated instruction method and supported with skill-based questions. Method: The study was conducted using the action research design, which is one of the qualitative research methods. The study involved a cycle of systematically collecting and interpreting data, preparing and implementing an action plan, evaluating the results, and preparing the next action plan. Data collection was facilitated through activity worksheets prepared by the researcher, student diaries, observation forms, researcher diaries, semi-structured student interview forms, and skill-based questions. Weekly lesson plans and activity worksheets were reviewed weekly by the action committee in accordance with the action plan, adjustments were made, and the final version was given to ensure the validity of the process. The research was conducted with sixth-grade students studying at a public school in the Odunpazarı district of Eskişehir, where the researcher works, during the 2023-2024 academic year. The data obtained were analyzed using descriptive analysis method, and categorized into themes through student diaries, observation forms, researcher diaries, semi-structured interviews, and activity worksheets. Results: The findings of the research are grouped under three main headings: the implementation of differentiated instruction activities, semi-structured interviews conducted with students before and after the implementation, and skill-based question solutions. The data collected in the study revealed findings on the positive effects of lessons conducted using differentiated instruction methods on students' development and the contributions to their skill-based question-solving abilities. Conclusion and Suggestions: As a result of the study, it was concluded that students who participated in the research showed increased interest in the lessons and experienced less difficulty in solving skill-based questions due to being involved in the instructional process through activities prepared according to their own pace and readiness levels. Based on the research findings, it is recommended to incorporate more dif-ferentiated instruction practices into the curriculum for Science and other subjects and to develop more skill-based questions that encompass the skills included in the instructional programs.