The Effects of Inquiry-Based Learning on Attitude towards Science and Technology Course and Inquiry Skills

Abstract

The research was made for examining the impact of inquiry-based learning process on students’
attitude towards Science and Technology course and inquiry skills. The research was carried out with 7th grade
students who study at Primary School in Toroslar, Mersin in the first term in 2012-2013 academic year. In this
study, semi-experimental design was used, the participants were 48 at total, 24 in the experimental group and
24 in the control group. In order to determine students’ attitudes towards lesson, the “Attitude Scale” (Nuhoğlu,
2008) and in order to determine students’ inquiry skills, “Inquiry Skills Test” (Alkan Dilbaz, Özgelen & Yanpar
Yelken, 2012) were applied. The quantitative data was obtained from the results of pre-test and post-test
measurement. The lessons were carried out with inquiry-based learning process in experimental group and by
following Ministry of Education 7th graders Science and Technology teacher book in control group during 8
weeks. Frequency and percentage analysis related to the variables and t-test for dependent and independent
groups were conducted. The findings of the research showed that, the inquiry based learning improved
students’ attitudes towards the Science and Technology course and inquiry skills