The effect of inquiry based learning approach on the students' metacognitive awareness and science process skills

The purpose of this research is to determine the effects of science courses on the basis of inquiry-based learning approach on the level of science process skills and metacognitive awareness of 7th grade students. Both quantitative and qualitative data collection methods were used in this research. The research was conducted in a pre-test and post-test control group quasi experimental research model. The study group is consisted of 40 individuals at the 7th grade level who are studying in a secondary school in Afyonkarahisar province in the academic year of 2016-2017. In this research Scientific Process Skills Scale (BSBÖ), Metacognitive Awareness Scale for Children, B Form (ÜBFÖ-Ç) and Semi-structured Interview Form were used as data collection tools. The obtained data were analyzed using statistical methods. In conclusion, it was determined that the individuals in the experimental group had a significantly higher level at science process skills and metacognitive awareness than the individuals in the control group. The results obtained in the analysis of qualitative data also support the results obtained from quantitative data. Keywords: Science education, inquiry based learning approach, science process skills, metacognition, students' thoughts.