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Bu çalışmanın amacı, ilköğretim fen ve teknoloji dersinde, “Maddenin Tanecikli Yapısı” ünitesindeki araştırmaya dayalı öğrenme yaklaşımına göre geliştirilen etkinlik setinin, 6. sınıf öğrencilerinin sorgulayıcı öğrenme becerileri algıları üzerine etkisini tespit etmektir. Çalışmada, ön test–son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın uygulaması, 2012-2013 öğretim yılının güz döneminde, Muğla ili Dalaman ilçesinde bulunan bir ortaokulda öğrenimine devam eden, iki altıncı sınıf şubesi deney (N=45), iki altıncı sınıf şubesi kontrol (N=45) grubu seçilerek, toplam 90 öğrenci üzerinde gerçekleştirilmiştir. Uygulama, 7 hafta boyunca 28 ders saati sürmüştür. Uygulama kapsamında, araştırmaya dayalı öğrenme yaklaşımının öğrencilerin sorgulayıcı öğrenme becerileri üzerindeki etkililiğinin değerlendirilmesi amacıyla, araştırmacı tarafından araştırmaya dayalı öğrenme yaklaşımına uygun rehber etkinlik seti geliştirilmiştir. Deney grubu sınıflarında dersler, “Maddenin Tanecikli Yapısı” ünitesine yönelik araştırmaya dayalı öğrenme yaklaşımına uygun geliştirilen rehber etkinlikler ile işlenirken, kontrol grubu sınıflarında ise sadece ders kitabına bağlı kalınarak işlenmiştir. Çalışmada veri toplama aracı olarak, Taşkoyan (2008) tarafından geliştirilen “Sorgulayıcı Öğrenme Becerileri Algısı” ölçeği kullanılmıştır. Çalışmanın analizinde SPSS 15.0 istatistik paket programı kullanılmıştır. Araştırma sonucunda elde edilen bulgular, araştırmaya dayalı öğrenme yaklaşımına uygun hazırlanan rehber etkinlikleri ile desteklenen fen ve teknoloji derslerinin, öğrencilerin sorgulayıcı öğrenme becerileri üzerinde anlamlı etkisi olmadığını göstermiştir. Ancak, öğrencilerin sorgulayıcı öğrenme becerileri algıları ile eleştirel düşünme becerileri arasında anlamlı bir ilişki olduğu tespit edilmiştir.
The objective of this study is to identify the impact of the activity set developed according to the research-based learning approach in the elementary science and technology course, the "Material Structure" unit, on the perceptions of questioning learning skills of 6th grade students. In the study, a semi-experimental pattern with the front-test-final test control group was used. The application of the research, in the good period of the 2012-2013 academic year, continued to study in a secondary school located in Muğla or Dalaman district, with two sixth class branch experiment (N=45), two sixth class branch control (N=45) group selected, a total of 90 students. The application lasted 28 hours of lessons for 7 weeks. Within the application framework, a guiding set of activities developed by the researcher according to the research-based learning approach, in order to assess the effectiveness of the research-based learning approach on the student’s questioning learning skills. The courses in the experimental group classes are processed with guidance activities developed in accordance with the research-based learning approach to the unit "Madden's Structural Structure", while in the control group classes they are processed by only being attached to the curriculum. As a data collection tool in the study, the scale "Enquiring Learning Skills Perception" developed by Taşkoyan (2008) was used. In the analysis of the study, SPSS 15.0 statistical package program was used. The findings obtained from the research have shown that science and technology courses supported by guidance activities prepared in accordance with the research-based learning approach have no meaningful impact on students’ questioning learning skills. However, it has been found that there is a meaningful relationship between students’ questioning learning skills perceptions and critical thinking skills.
In the present study, the purpose is to determine the effect of activity set developed according to inquiry-based learning approach on sixth graders’ inquiry learning skills of the unit “Particulate Structure of Matter” in elementary school science and technology course. In this study pretest-posttest control group design was used. The study was conducted with 90 sixth grade students attending four sixth grade classes of a secondary school in Dalaman Province of Muğla city in the fall term of 2012-2013 school year. Two of the classes were assigned as control (N=45), and two of the classes were assigned as experimental group (N=45). The application was performed within 28 class hours throughout 7 weeks. Within the framework of the study, in order to evaluate the effects of inquiry-based learning approach on the students’ inquiry learning skills, guided activity set was developed by the researcher in line with inquiry-based learning approach. In the experimental classes, while the lessons were taught with guided activity set developed in line with inquiry-based learning approach, in the control classes, the lessons were taught based on the course book. In this study data collection tool of “Inquiry Learning Skills Scale” was used developed by Taşkoyan (2008). The analysis of data on the other hand was conducted by using SPSS 15 (Statistical Package for the Social Sciences). The findings of the study revealed that science and technology teaching supported with guided activities developed in line with inquiry-based learning approach have not significant effects on the students’ inquiry thinking skills. However, it was determined that there was a significant relationship between students' critical thinking skills and inquiry learning skills.
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