An examination of the effect of guided-inquiry-based instruction on conceptual understanding, inquiry learning skills, and learning styles of students

The purpose of this research is to determine the effect of guided-inquiry-based instruction approach on conceptual understanding, inquiry learning skills, and learning styles of 7 th grade students and to reveal the opinions of students on the guided-inquiry-based instruction process. In the research, the exploratory sequential design, one of the mixed method designs in which quantitative and qualitative data are used together and allows to analyze a situation from different perspectives, was applied. Due to the nature of the exploratory sequential design, quantitative research design was adopted in the first stage, and qualitative research design was adopted in the second stage. In the first stage of collecting quantitative data, quasi-experimental design with pretest-posttest control group was used as a model, and data obtained from the semi-structured interview form with the students in the experimental group for qualitative data. In addition, structural equation modeling was used to examine the mediating effect of inquiry learning skill between learning styles and conceptual understanding test. 7th grade students studying in a secondary school located in Elazig district center participated in the research in the spring term of the 2020-2021 academic year. The sample of the quantitative dimension of the research consists of 70 students, 35 of whom are experimental and 35 of whom are control, and the sample of the qualitative dimension consists of 12 students who participated in the experimental process at the end of the practice. The research was carried out on the subjects of "Absorption of Light and Mirrors" in the science course and lasted for a total of eight weeks; six weeks for the practice process and two weeks for the data collection process. In this process, while the activities prepared in accordance with the guided-inquiry-based teaching approach were carried out in the lessons in the experimental group, the current curriculum was applied in the lessons in the control group. Inquiry Learning Skills Scale (ILLS) and Learning Styles Scale (LSS), Conceptual Understanding Test (CUT) developed by the researcher, and semi-structured interview form were used to collect research data. The data obtained regarding the quantitative dimension of the research were analyzed using the SPSS package program. According to the findings obtained from the quantitative data of the study, it was determined that there was a significant difference in favor of the experimental group between the conceptual understanding and inquiry learning skills posttest scores of the students in the experimental and control groups. In addition, it was seen that students' learning styles posttest scores differed significantly in favor of the experimental group, and cooperative and competitive learning styles were dominant. According to the qualitative findings of the study, it was determined that the experimental group students had positive opinions about the guided-inquiry-based teaching approach. In the learning environment carried out according to the guided-inquiry-based teaching approach, the students stated that they develop their inquiry learning skills, understand the working methods of scientists, establish cause-effect relationships by producing alternative ideas during the activity process, seek solutions, use scientific methods by making it easier to synthesize and model what they have learned, etc. In addition, students argued that with this teaching approach, a fun, interactive, and free classroom environment is offered and that they develop their skills for the collaborative learning process. Keywords: Guided-Inquiry-Based Instruction, Inquiry Learning Skills, Learning Styles, Conceptual Understanding, Science Education.