An epistemological examination of primary school 4th grade students' answers to reasoning questions in the science lesson

An inquiry-based curriculum is essential for the acquisition of various high-level skills. One of these functions is the ability to reason. It is seen that the reasoning skill, which is one of the high-level data of TIMSS device execution, is not at an adequate level at the international level. The scope of this skill is the right measures with the dimensions of education. There is nothing important about the permanence of a usage model in which individuals take their learning and show active interference in the learning process. Direct production with epistemology, which must be acquired by an inquiry-based education program. The epistemological beliefs that the planet has about its learning processes are carried out directly by the manager. However, it is also known that people who have primary school classes are able to deal with their epistemological beliefs in every aspect. Considering the current situation, this educational aim reveals the epistemological analysis of the reasoning level answers given by primary school 4th grade students in the science course, using qualitative descriptive design and phenomenology design. The teaching of the study consists of 41 students working in the 4th grade of a public primary school in Gaziantep in the 2021-2022 academic year. The emergence of an adequate residual tool in the literature to reflect the epistemological beliefs of primary school students was collected from open-ended questions consisting of 14 main and 56 sub-items, which are included in the scope of this study and the validity of which they aimed at the students' epistemological beliefs about their reasoning level was revealed by expert opinion. The collected components were analyzed by descriptive analysis method. According to what was obtained from the research, it was revealed that the children in the vehicles measured their reasoning area and their epistemological beliefs according to Schommer's epistemological belief dimensions. Findings confirmed that students' reasoning was between their epistemological beliefs and epistemological beliefs showed each sub-artifact. Discussions and suggestions regarding the learning-teaching process are included.