The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course

This quasi-experimental study investigated the effect of research-inquiry based teaching strategies on students’ academic achievements (AA), attitudes, and scientific process skills (SPS). The study sample comprised 50 students studying in Grade 7 in a secondary school affiliated to the Ministry of...

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Autores principales:	Gönül Tekin, Özlem Eryılmaz Muştu
Formato:	article
Lenguaje:	EN
Publicado:	Foxton Books 2021
Materias:	achievement attitude research-inquiry based activities scientific process skills Education L
Acceso en línea:	http://dx.doi.org/10.31757/euer.416 https://doaj.org/article/24606fb9ee674689b86abb6b6a729f63
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spelling	oai:doaj.org-article:24606fb9ee674689b86abb6b6a729f632021-12-02T17:44:54ZThe Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Coursehttp://dx.doi.org/10.31757/euer.4162517-6323https://doaj.org/article/24606fb9ee674689b86abb6b6a729f632021-02-01T00:00:00Zhttps://eu-er.com//wp-content/uploads/2021/02/EUER-25-09-20-TEKIN.pdfhttps://doaj.org/toc/2517-6323This quasi-experimental study investigated the effect of research-inquiry based teaching strategies on students’ academic achievements (AA), attitudes, and scientific process skills (SPS). The study sample comprised 50 students studying in Grade 7 in a secondary school affiliated to the Ministry of Education (MoE) in Bartın. In this study, experiment and control groups were selected to determine the effect of research-inquiry based teaching strategies. A draft teaching program for the “Reflection and Light Absorption in Mirrors” topic was conducted for three weeks with the experimental group in accordance with the researchinquiry based teaching philosophy and in compliance with the achievements included in the MoE curriculum. In the control group, the regular Classroom Science Course Curriculum was followed. SPS Test, AA Test, and Attitude Scale were employed for the pre and posttests of the experimental and control groups. The test results were analyzed using quantitative analysis methods. The use of research-inquiry based strategies in science courses in research was thus found to have a positive impact on students’ AA, attitudes, and SPS. Gönül Tekin Özlem Eryılmaz Muştu Foxton Booksarticleachievementattituderesearch-inquiry based activitiesscientific process skillsEducationLENThe European Educational Researcher, Vol 4, Iss 1, Pp 109-131 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	achievement attitude research-inquiry based activities scientific process skills Education L
spellingShingle	achievement attitude research-inquiry based activities scientific process skills Education L Gönül Tekin Özlem Eryılmaz Muştu The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course
description	This quasi-experimental study investigated the effect of research-inquiry based teaching strategies on students’ academic achievements (AA), attitudes, and scientific process skills (SPS). The study sample comprised 50 students studying in Grade 7 in a secondary school affiliated to the Ministry of Education (MoE) in Bartın. In this study, experiment and control groups were selected to determine the effect of research-inquiry based teaching strategies. A draft teaching program for the “Reflection and Light Absorption in Mirrors” topic was conducted for three weeks with the experimental group in accordance with the researchinquiry based teaching philosophy and in compliance with the achievements included in the MoE curriculum. In the control group, the regular Classroom Science Course Curriculum was followed. SPS Test, AA Test, and Attitude Scale were employed for the pre and posttests of the experimental and control groups. The test results were analyzed using quantitative analysis methods. The use of research-inquiry based strategies in science courses in research was thus found to have a positive impact on students’ AA, attitudes, and SPS.
format	article
author	Gönül Tekin Özlem Eryılmaz Muştu
author_facet	Gönül Tekin Özlem Eryılmaz Muştu
author_sort	Gönül Tekin
title	The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course
title_short	The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course
title_full	The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course
title_fullStr	The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course
title_full_unstemmed	The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course
title_sort	effect of research-inquiry based activities on the academic achievement, attitudes, and scientific process skills of students in the seventh year science course
publisher	Foxton Books
publishDate	2021
url	http://dx.doi.org/10.31757/euer.416 https://doaj.org/article/24606fb9ee674689b86abb6b6a729f63
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The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course

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