Abstract:

Abstract This study intended to examine and evaluate the opinions of classroom teachers about students’ research skills at primary school. By using the case study method, one of the qualitative research designs, the research was conducted with a group of 20 classroom teachers who were determined through purposeful sampling. A semi-structured interview form was used as the data collection tool, and the data were analyzed using the content analysis method. According to the results of the study, classroom teachers defined the concept of research skills as a way to learn information, the effort to discover topics that awaken curiosity, and the process to recognize and solve a problem, as well as acting willingly, participating, questioning, and showing improvement. The teachers reported that the research skills of the primary school students were insufficient at the course levels and partially sufficient at the grade levels. Although the classroom teachers primarily used visual, technology-supported tools and inquiry-based strategies in research skills training, they believed that students' research skills were not fully developed. To develop research skills, the student should take part actively in the process. At the same time, the teacher should be a role model, bring interesting and entertaining activities to the classroom, and employ appropriate teaching methods and materials that will support research skills. As a result of the research, the teachers made the recommendations of increasing the technological facilities and resources of the school, encouraging students to conduct research according to their interests and abilities, supporting student autonomy, encouraging effective social participation, ensuring that the family environment and the teacher attitude is supportive to the child, conducting research on current issues, providing sufficient time for research, and assessing the behavioral aspects of research skills besides theoretical information at the end of the year.

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