Conducting science classes through inquiry- based approach in a fourth grade primary school classroom: An action research

In the world and in our country, it is seen that the developments in science in recent years have increased the importance of science education. With the increased emphasis on science education, many countries' curricula are being renewed in order to educate individuals with better science education and to better teach science. With this renewal which is reflected in our education system, our approach to science education is grounded on inquiry based education. In this study, it is aimed to investigate the effects of inquiry based education in science teaching on 4th grade students' science learning, inquiry skills, and attitudes towards science. The methodology of the study is action research. The participants of the study were 43 primary school students attending a public school in the Sulltangazi province of Istanbul during the 2017-2018 schoolyear. Both quantitative and qualitative data were collected through a mixed method design. In order to gather qualitative data the researcher used observation notes and student interview notes; to gather quantitative data, the researcher used Inquiry Skills Test and Research Skills Rubric. To analyze qualitative data, content analysis was used and to analyze quantitative data SPSS statistical program was used. The results of the study showed that inquiry based science education contributed to students' science learning, inquiry skills, and attitudes towards science learning positively. This study is important in showing the feasibility of applying inquiry based science education in crowded classrooms and with negative physical conditions.