Özet:

Examination of hands-on activities in science education necessitates reforms that enable development and improvement in science programs, which coincides with the dynamic structure of education. Distance education, which is a result of the pandemic period that has affected the whole world since the beginning of 2020, has also affected science education and the studies carried out in this period have gained im-portance. Investigation of the effects of inquiry approaches on science learning especially in the distance education process can be considered as an important contribution to the literature. In this respect, the re-search aims to examine the effect of the guided inquiry approach on students' achievement and retention in the sixth-grade science course when the effects of reading comprehension skills are controlled. The sample of the research is comprised of sixth graders attending a public school. The students were assigned into two groups as experimental and control groups. In the experimental group, the guided inquiry approach was applied and in the control group, the traditional method was used. The Systems in Our Body Achievement Test, which was developed as a data collection tool in the research, was applied to both groups as an immediate post-test and delayed post-test to determine the achievement of the students. As a result, it was concluded that the inquiry approach applied in the distance education process, where reading skills were statistically controlled, increased the success of the students in the science lesson compared to the traditional application

Anahtar Kelimeler: