Abstract:

The aim of this study is to reveal the teachers' opinions on the applicability of the science activities of the 5, 6, 7 and 8 classes developed on the basis of the socratic questioning method. The study of experienced science is in the instrumental situation study model because it aims to determine the thoughts of teachers about the method by exposing their views on the applicability of scientific activities developed based on the socratic questioning method. This study was conducted with 7 (3 women, 4 men) teachers of science. The data of the study was collected through semi-configured conversations after teachers were given information about the details of the method and the opportunity to study the events. The data collected is subject to content analysis. Teachers’ statements showed that the method is effective in addressing conceptual errors and shortcomings and that the science program emphasizes the questioning strategy and that it can be conveniently applied in science courses, and that it will be effective in enhancing students’ success, durability, motivation, active participation, high-level thinking and communication skills. On the other hand, the student’s answers, the teacher’s characteristics, the time, the classroom presence, and other factors can lead to difficulties, and it should also be supported by conceptual teaching tools such as simple activities, images.

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