The processes of knowledge construction between science teachers and their students

In thise comparative case study, it was aimed to compare the knowledge construction processes of inquiring, naive-inquiring and naive science teachers. For this purpose, first, a knowledge construction model that was based on the question-response relationships between Science Teachers and their students was developed inspiring by the similar relationship between scientists and the nature. Second, three Science Teachers working in different schools in Bursa province, who were thought to represent the inquiring, naive-inquiring and naive group, were selected. One-hour audio recordings were compared in terms of these teachers' lessons were taken. In line with the developed knowledge construction model, the data obtained by transcripting the voice recordings; question-answer-feedback relationships, processes of knowledge construction, and values given to the knowledge. The results of the study conducted within the scope of this thesis revealed that there were significant differences in the knowledge construction processes of inquiring, naive-inquiring and naive teachers. In addition, it was observed that the knowledge construction model developed within present study was effective in uncovering knowledge construction between teachers and their students in real classroom environments. Keywords: Inquiring teacher, inquiry, knowledge construction, naive teacher, question-answer-feedback