Özet:

Problem Statement: A variety of techniques and methods can be used in inquiry-based learning environments. These techniques and methods can be shaped according to the subject, the level of inquiry-based learning and the level of the class. Therefore, there is no common definition when the literature is examined. In other words, the definitions varies. National Research Council [NRC] (1996) defined inquiry-based learning as activities in which students develop knowledge and understanding about scientific ideas and how scientists study the world. Johnson (2004) and Vosniadou (2003) expressed inquiry-based learning environment as an environment in which students learn through social interaction and meaningful activities within the group. Considering the statements, inquiry-based learning environments can be considered as environments where scientific explanations and discussions are made with social interaction. From this point of view, in the inquiry-based learning environment, the students should express themselves freely. To do this; talking, asking questions, discussing and reaching a common decision can be expressed as the ways. In addition, it is possible for students to write to express themselves in inquiry-based learning environments. These writings are referred to as writing-to-learn in the literature (Hand & Prain, 2002). One dimension of this study, which is conducted in an inquiry-based learning environment, is to includes writing-to-learn. Therefore, it is necessary to examine the concept of writing-to-learn. It is known that the basics of writing-to-learn are based on Emig's ideas (Günel et all., 2009). There are some differences between writing-to-learn and just writing. As a matter of fact, in order to express the difference between writing-to-learn and writing, the results of the study conducted by Hand and Prain (2002) can be examined. As a result of this study, it has been stated that writing-to-learn has five components: method of text production, audience, purpose, type and topic (p. 743). However, writing-to-learn can be written in many methods, interlocutors, objectives, genres and subjects and it can be used in various ways in inquiry-based learning environments. Writing-to-learn can be made at the beginning, during and after the subject. In this study, it is aimed to examine the individual writing-to-learn (composition and brochure) which are written on organ donation and organ transplantation issues which is a socio-scientifical subject in human body systems unit in an inquiry-based learning environment in the context of topic and audience. Method(s): This study was conducted with a qualitative approach. Because the main purpose of this study is not to digitize, but to present a descriptive and realistic picture (Yıldırım & Şimşek, 2008). Document analysis was performed as data collection method (Creswell, 1998). The study group consisted of 23 students studying at a public secondary school in the Central Black Sea Region. Inquiry-based learning activities were carried out with this group. In this study, writing-to-learn products (brochures and compositions) related to socio-scientific subjects that students formed individually were used as data sources. The individual writing-to-learn products related to sociological subjects were examined in the context of the topic and audience as it is expressed in the theoretical framework. In the course of the review, it was subjected to a comprehensive content analysis in accordance with the purpose of the study. The composition and brochures of the students were questioned about how they relate to the topic and audience. In the content analysis, not only the literature was used, but also the way students expressed them. In terms of topic; since the purpose of the brochure is to give information, Atila (2008) has analyzed the content by considering the description modes (graphs, tables, schemas, etc.). Since the purpose of the composition was to reflect emotions, the expressions in the compositions were analysed within the framework of emotions. When examined in the context of the audience, the themes coming from the data obtained without a theoretical framework were determined. Findings and Discussions: The findings of the topics’ effect to the description modes, “drawing” and “description” is used in the brochures about the organ donation issue. The findings of the audiences’ effect to the description modes, “human” is used in the brochures about the organ donation issue. The findings of the topics’ effect to the description modes, “Responsibility”, “Value”, “Motivation” and “Attitude” is used in the compositions about the organ donation issue. The findings of the audiences’ effect to the description modes, “The Reader Himself/Herself”, “Human”, “A Child/Baby”, “The Reader's Mother/Father or A Relative” is used in the compositions about the organ donation issue. Conclusions and Recommendations: When the findings are examined, it is seen that in general, students make drawings and descriptions in brochures and it was determined that they wrote to the human as audience. The expressions of the students regarding the theme of responsibility, value, motivation and attitude were determined in the compositions. However, it was noted that they preferred to write the compositions to the reader, to human, to a child/baby, to the reader's mother/father or to a relative of the reader. In the context of topics, it can be stated that in brochures and compositions the students clarify the ideas in their minds. In the context of the audiences’, it can be said that human are preferred in general terms because the brochure is written for information purposes. In the composition, in the context of the audiences’ their preference for people close to the reader may be due to the reader's desire to touch the feelings of empathy.

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