The effects of guided inquiry-based learning implementations on 4th grades students and elementary teacher; a case study

Abstract

This study aimed to examine the effects of guided inquiry-based learning (GIBL)
implementations applied to fourth-grade students in a Turkish rural school on both students and an
elementary teacher. It was designed as a case study using qualitative data in the form of structured
students’ views journaled by the teacher, used video recordings, and observations by the researcher. 15
GIBL experiments with 5E learning model in a structured classroom rather than laboratory were
conducted with 42 students. The results of student’s views showed positive effects of GIBL
implementations on the learning of concepts, interest to science, group work and the attitude of their
teacher. GIBL implementations helped the teacher to realize her role regarding the students, awareness of
the required competencies, skills, and self-confidence