Bulgarian Journal of Science and Education Policy (May 2011)
The Effect of Inquiry-Based Science Teaching on Elementary School Students' Science Process Skills and Science Attitudes
Abstract
The purpose of this study was to determine Turkish elementary school students’ level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The total 241 students comprised of 122 males, 119 females. For this purpose, a pretest-post test control group and experimental group design was used. The data were collected through using Basic Science Process Skill Test and Integrated Science Process Skill Test and Science Attitude Scale. Study was conducted during the two semesters. Results of the study showed that use of inquiry based teaching methods significantly enhances students’ science process skills and attitudes.
