ARAŞTIRMA VE SORGULAMAYA DAYALI FEN ÖĞRETİMİNİN ÖĞRENCİLERİN BİLİMSEL SÜREÇ BECE

Because of the science and the technology is moving very quickly, the need of the well-rounded individuals that can adapt to innovation with the developments today, investigate and inquire, has been increasing. The main targets of the curriculums are to educate scientifically literate individuals that have these features. In our country, Science and Technology curriculum revised in 2013 and inquiry based learning strategy was adopted. In this study, it was intended to determine the effects of inquiry-based learning strategy on the 6th grade secondary school students' scientific attitudes, science process skills and attitudes towards science and technology. Study was conducted in three stages over about 32 weeks. Quasi-experimental pretest-posttest control group design was used. The experimental group students have participated in respectively; structured, guided and open or independent inquiry. The data were collected with Scientific Process Assessment Test, Scientific Attitude Scale, Science and Technology Attitude Scale. The data was analyzed by MANCOVA and ANCOVA. Results of the MANCOVA showed that there was meaningful difference on scientific process skills, scientific attitudes and attitudes towards science of students. According to ANCOVA results, the lessons taught with inquiry based learning strategy made meaningfull difference on students’ science process skills. However, the lessons taught with inquiry based learning strategy didn’t make meaningfull difference on students’ scientific attitudes and attitudes towards science and technology. The applications practiced in this study made the students feel like scientists and realize that they have features available in scientists, as well. With the implementation of inquiry-based science learning strategy, students will be able to see the world more scientifically and grow up as scientifically literate individuals.