EFFECT OF INQUIRY-BASED SCIENCE TEACHING ON SELF-REGULATION SKILLS DEVELOPMENT IN 5^TH GRADE STUDENTS

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This study was conducted by using both descriptive and experimental methods to reveal the effects of inquiry-based science teaching on self-regulation skills development in 5th grade students. Target group of the study consists of 80 5th grade students. It’s determined as 2 class experiment group, 2 class control group. In this research, Motivated Strategies for Learning Questionnaire (MSLQ) and the interview form prepared by the researchers have been used as a measurement tool. While making course which is inquiry-based lesson in experiment group the control group has taken 20 hours lesson with the traditional methods. The data of this research were evaluated using t-test and content analysing. At the end of the research, significant differences have been found in the experiment group in the subscale of self-sufficiency and help search strategy and effort regulation strategy from self-regulation skills, with the time and work environment regulation strategy significant differences haven’t been found. As a result, it has been observed that some self-regulating skills for learning can develop in a classroom environment where an inquiry-based approach is used.

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Science teaching , inquiry , based science teaching , self , regulation learning skills , self , efficacy

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi