Investigation of teacher feedbacks in inquiry based learning in science classes

The aim of this study was to identify verbal and written teacher's feedbacks according to inquiry based learning environment in science lessons. The study which is based on qualitative search was examined with an instrumental case study. The study was carried out among two classes which has no cognitive or affective differences, for 9 weeks (36 hours) according to the activities which are based on 5E model. To identify the inquiry level of the lessons it was used Developed Instructional Observation Protochol (GÖGP) by researcher. The researcher observed the classes and used voice records in two classes to identify teacher's verbal and written feedbacks. Also, to identify the types of written feedbacks, the researcher chose 8 students from two classes by sampling way. The worksheet of these students was analyzed regularly after the teacher's feedbacks. The types of feedbacks were identified and described by written lesson voice records, content analysis or feedbacks that are given to observations and worksheets. They attained categories as "giving or not giving opportunity, reflection, feedback about peer relationship, comparison, not giving feedback, giving information about process, foregrounding the individual or group, teacher's negative feelings according to method. According to function, they obtained categories as "continuing the inquiry process, ending the inquiry process, supporting the learning goal orientation, supporting the performance goal orientation". For observed lessons, the level of feedback inquiry and its relation with 5E model steps are examined. Key Words: Inquiry based learning, science, feedback types and feedback frequency