Özet:

Laboratory studies in science teaching are of great importance in terms of creating an effective and permanent learning environment. Linking the laboratory studies with everyday life can provide a more meaningful structure of the learned information. The science curriculum contains similar topics in the curriculum all over the world. However, there are differences in practice. One reason for these differences is that the various materials and experiments required for teaching are not the same. Primary school is one of the basic subjects taught in all levels of the electrical, science and physics education included in the science curriculum from the 3rd grade level. Related to the electrical charges and electrification, which are the basis of electricity, students begin to gain experience starting from young ages. It can be said that the experiments conducted under teacher guideline which are easily found in most environments are interesting and easily understood by the students. One of these experiments is the "electric flying balloon" experiment, in which the "electric/physical phenomena in our lives" unit of the 8th class is made possible by simple tools. The purpose of this research is to design a practical experimental activity for the use of teachers and to obtain the opinions of teachers about this experimental activity by means of simple tools.  The research was carried out using inquiry approach related to the teaching of electrical charges and electrification for the 8th grade science curriculum of secondary school. For this purpose, an activity plan and a video were planned for the teachers to use in the classroom.  In this research using the qualitative research approach, we have used the pattern of phenomenology that we frequently encounter in our daily lives but not have knowledge in-depth or investigation cases, events or experiences that we have not thought much about before. For this purpose, a semi-structured interview method was used. 16 science teachers participated in the research. Participants were selected on the basis of "maximum diversity sampling" among teachers of different ages, seniority and different cities. The names of the teachers were kept confidential and the teachers were given the code from F1 to F16. Semi-structured interview forms were prepared as data collection tools. For the validity of the data collection tool, 2 faculty members and 3 teachers have been applied. For the reliability of the data collection tool, the findings were presented without comment, and the researchers agreed on the coding of the data and accordingly the creation of themes. The teachers watched the video of the experiment prepared by using simple tools and then interview questions were asked. The interview data was recorded with the voice recorder and transcripted. The interviews with the teachers who did not desire their voices recorded were taken into consideration by the researcher. NVIVO 9.0 program was used for analyzing the data. In the analysis of the data, "content analysis" method was used. The process performed in this analysis is to arrange and interpret the similar data in a way that the reader can understand them by putting them together based on certain concepts and themes. In this research, "Content analysis" was conducted designed in line with the qualitative research approach. Content analysis has revealed 6 important themes. These are; the reasons for not doing the experiment, the nature of the experiment, the applicability of the experiment, the effect of the experiment, the effect of the experiment on the student and the effect of the experiment on scientific process skills. According to the results of the research, almost all science teachers have not practiced the flying nylon experiment in their lessons before. The reason they put forward is that they have no idea about the experiment, they do not want to waste their time and similar activities haven't been introduced to them beforehand.   Teachers expressed that flying nylon is a simple, interesting, remarkable, entertaining, different, amazing and cheap experiment. According to the teachers' opinion, the flying nylon experiment can be done individually, with a pair or more than 2 people. Flying nylon has been designed to be interesting and to increase motivation, to enrich the subject, to increase active participation, to provide a positive attitude towards the lesson, and to make the lesson enjoyable.  According to the teachers, the influence of the Flying nylon experiment was determined to improve the scientific process ability, to increase the research inquiry ability, to improve the creativity, to increase the thinking ability and to increase the psychomotor ability. According to the teachers, the effect of the flying nylon experiment on the scientific process skills was determined as experiment, deduction, observation and hypothesis. Some suggestions can be presented based on the results of the research. Flying nylon experiment activity can be used by science teachers during the processing of the relevant topic. In-service courses can be organized to encourage science teachers to use this experiment with simple tools. Guidance can be provided by the teachers to make the students practice the experiment individually or with the group.

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