ÖZET
Bu araflt›rmada ilkö¤retim 7. s›n›f ö¤rencilerinin fen bilgisi dersindeki akademik baflar›lar›n› gelifltirmede araflt›rmaya dayal›
ö¤renme yaklafl›m›n›n etkilili¤i incelenmifltir. Yans›z olarak seçilmifl deney ve kontrol gruplu deneysel desen kullan›larak yap›lan
çal›flma, 2004-2005 y›l› bahar döneminde Ankara ili, Çankaya ilçesi, Beytepe ve Mehmet ‹çkale ‹lkö¤retim okullar›n›n 7. s›n›flar›nda
uygulanm›flt›r. Okullar›n deney grubunda araflt›rmaya dayal› ö¤renme yaklafl›m›, kontrol grubunda ise ö¤retmen merkezli aç›klamal›
yöntemler (düz anlat›m, soru-cevap, gösteri) kullan›lm›flt›r. Çal›flman›n sonunda elde edilen bulgulara göre; araflt›rmaya dayal›
ö¤renme yaklafl›m›n›n kullan›ld›¤› deney grubundaki ö¤rencilerin fen bilgisi dersindeki akademik baflar›lar›, kontrol grubundaki
ö¤rencilere göre anlaml› düzeyde farkl›l›k göstermifltir. Deney grubundaki ö¤rencilerin cinsiyetlerine, internet kullan›m ve
kütüphanede kaynak tarama bilgilerine göre baflar›lar› aras›nda anlaml› bir farkl›l›k bulunmam›flt›r. Kontrol grubundaki ö¤rencilerin
fen bilgisi alan›nda akademik baflar›lar› cinsiyet ve kütüphanede kaynak tarama bilgilerine göre anlaml› farkl›l›k göstermezken,
internet kullan›m bilgilerine göre anlaml› farkl›l›k oluflmufltur.
ABSTRACT
This study investigated the effectiveness of inquiry-based learning approach on 7th grade students’ science
academic achievement. The study which was conducted by using the quasi- experimental design with the random selected treatment
and control group was carried out on 7th grade students of Beytepe and Mehmet ‹çkale Primary Schools located in the city of Ankara,
district of Çankaya during the spring semestre within 2004-2005. Inquiry-based learning approach was used in the treatment group
and the teacher-centered methods were used in the control group. In the end of the study findings showed that the students in the
experimental group who were taught with inquiry-based approach had better acquisition of scientific conceptions than those in the
control group who were taught by teacher-centered instruction. No significant differences between experimental group students with
respect to gender, use of internet as a source of information and library as a source searching data was found. In control group; no
significant differences as to gender and library as a source searching data but a significant difference with respect to use of internet
as a source of information was found.
ANAHTAR KELİMELER: Araştırmaya dayalı öğrenme, fen eğitimi, akademik başarı.
KEYWORDS: Inquiry-based learning, science education, academic achievement.
efdergi@hacettepe.edu.tr http://www.efdergi.hacettepe.edu.tr Hacettepe University, Faculty of Education 06800 Beytepe / Ankara
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