Abstract:

This study aims to reveal the effects of inquiry based learning with scaffoldings in Science and Technology courses in secondary school seventh grade students' attainment levels, concept learning, metacognition awareness and their overall attitudes towards Science and Technology course. Nonequivalent control group test model is applied in this study. At the experimental group (N=30), an inquiry based curriculum design is put into application for ten weeks to teach the topic "Nature and Qualities of Substance". Seventh grade science and technology curriculum is applied to the control group (N=29). The findings indicate that a significant difference is found in students' achievement, concept learning and attitudes towards Science and Technology course in favor of experimental group while there isn't any meaningful difference between their metacognition awareness. As a result, the significant difference in favor of experimental groups among students’ achievement, concept learning and attitudes towards Science and Technology course is supported by literature. However no significant difference is found between the experimental and control groups metacognition awareness. The reason is tried to be explained by the developmental process of metacognitive awareness levels and data collection tools. Finally, research and implementation suggestions are made based on the findings of the study.

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