The effect of inquiry-based learning approach on student resisrances in science and technology course

The need for science and technology literate individuals who will carry the societies to the contemporary civilization level has been understood by international education world. The vision of Science and Technology Course Program which was started to be used in the second level of primary schools in 2006-2007 teaching year in Turkiye was determined to be educating all the students as science and technology literate individuals without regarding individual differences. Educating individuals as science and technology literate is ensured by effective science and technology teaching. Inquiry-based learning approach suggested by educational scientist for effective science teaching is a learning approach such that learners get at learning units through the data they gained while asking questions, researching, during knowledge construction process using their creativity. Effective teaching could only be assured by using teaching approach, methods and techniques which are indicated as effective only if they are used considering the course structure. In addition to this, the affective problems which could affect learners in learning environment as well as teacher negatively are needed to be solved. Student resistances behavior is an affective problem that is met in today?s learning environments and affects each components of teaching-learning process negatively.The aim of this study was to identify student resistance behaviors of primary school 7th grade student that they showed during Science and Technology course teaching-learning processes and remove the identified resistance behaviors through teaching-learning processes that were constructed taking inquiry-based learning approach into consideration.The study was designed as quasi-experimental research. The sample of the study consisted of 95 seventh grade students in three classes, one of which was assigned as control and other two were assigned as experiment groups in İbrahim Karaoğlanoğlu Primary School in Eskişehir Province in the spring term of 2010-2011 teaching years. During the experimental process, traditional teaching was conducted in control group and inquiry-based learning approach was applied in experiment groups. The data of the study was composed of observations and interviews conducted before the four weeks experimental process during which activity plans prepared regarding inquiry-based learning approach were implemented; achievement test used as pre-test and post-test, student follow-up forms filled in during experimental process; interviews with students and teachers after the experimental process.While analyzing the collected data from achievement test, SPSS 10.00 computer program was used, in the analysis of observation and interview data, NVivo 9.0 qualitative data analysis computer program was used.In the study, according to the findings of the observations and the interviews with teachers, seven students in control group and nine students in each experimental groups were identified as students showing resistances. It was identified that all of the students with resistances showed resistance behaviors as no-participation to the course, non-interested in with the course; a few of the students showing resistances showed additional resistance behaviors as not taking care of their friends, trying to take attention, not counting the teacher, and providing suggestions to the teacher. According to the finding derived from the interviews with all of the subject teachers, in addition to these resistance behaviors, students with resistances often showed resistance behavior of not fulfilling their responsibilities. Besides it was seen that teachers tied the resistance behaviors to such sources in an order; problems in the family, students, effect of the environment, the other sources including factors such as insufficient resting time and finally teacher behaviors.The findings derived from the follow-up forms and the analysis of video recording showed that experimental process changed the resistance behaviors of students with resistances in positive way.Regarding the effect of inquiry-based learning approach on students? academic achievements, there was found significant difference between pre-test and post-test mean scores in both control and experiment groups, however the mean scores of the experimental groups showed a more explicit increase according to the scores obtained from control group.The finding derived from the interviews with the students with resistance revealed that students with resistance preferred mostly talking with their friend when they were not interested in with the course. When the students were questioned for their positive and negative views of experimental process, they indicated that during the experimental process they enjoyed conducting experiments at most and also it was identified that in general means they did not have negative views about the experimental process. When the students were questioned about their suggestions regarding the process of Science and Technology course, they generally suggested conduction experiments.During the interviews conducted for the aim of identifying the experimental process on student resistance behaviors, it was found that teachers agreed on the view of inquiry-based learning made a change on resistance behaviors in a positive way. On the other hand, teachers indicated that the positive change on student resistance behaviors did not showed en expected persistency on the teaching ?learning process in their authority.As a result, it can be stated inquiry-based learning approach used in science and technology teaching has positive effect on student resistance behaviors.Keyword: Science and technology teaching, inquiry-based learning approach, student resistance