Effect of Inquiry-Based Learning Approach on Student Resistance in a Science and Technology Course.

AbstractThe aim of this study was to identify the resistance behaviors of 7th grade students exhibited during their Science and Technology course teaching-learning processes, and to remove the identified resistance behaviors through teaching-learning processes that were constructed based on the inquiry-based learning approach. In the quasi-experimentally designed study, data were collected from 95 students and 14 teachers using both qualitative (students' follow-up forms, observation, and interview forms) and quantitative (achievement test and personal information survey) methods. In the experimental process, courses given to the control group were taught using the traditional method, whereas those given to the experimental groups used an inquiry-based learning approach. When the data, which were collected in the spring term of the 2010-2011 academic year, were analyzed, 25 students were identified as having resistant behaviors such as not participating in the course, not being interested in the course, not taking care of their friends, seeking attention, not respecting the teacher, and providing suggestions to the teacher. The statistical data analysis showed that there was a significant difference between the pre-test and post-test mean scores of both the control and experiment groups; however, the mean scores of the experimental groups showed a greater increase than those of the control group. While the findings derived from the follow-up forms and the analysis of teacher interviews showed that the experimental process changed the resistance behaviors of students in a positive way, this change was not permanent at the end of the experimental process. As a result, it was found that students can have a variety of resistant behaviors and these behaviors can be affected positively by different teaching methods that are accepted as effective in that discipline.Keywords5E Learning Cycle, Elementary Education, Inquiry-based Learning Approach, Science and Technology Course, Student Resistance.The need for individuals literate in science and technology who will carry their societies into contemporary civilization has been understood by the international education community. The vision of a Science and Technology Course Program, which was first implemented in the second level of primary schools in the 2006-2007 instruction year in Turkey, was determined to be educating all students as science and technology literate individuals without regard to their individual differences. Educating individuals to be literate in science and technology is ensured by effective science and technology teaching. In the inquiry-based learning approach suggested by educational scientists, learners master learning units by obtaining data through asking questions and doing research in the knowledge construction process, using their creativity (Bass, Contant, & Carin, 2008; Burden & Byrd, 2003; Hassard & Dias, 2008; Haury, 1993; Hogan & Berkowitz, 2000; Howe, 2002; Karamustafaoglu & Yaman, 2006; Keys & Kennedy, 1999; Lawson, 2010; Lindberg, 1990; Llewellyn, 2002; Lloyd & Contreras, 1987; Marek & Cavallo, 1997; Martin, Sexton, Franklin, & Gerlovich, 2005; Narode, Heiman, Slomianko, & Lochhead, 1987; National Research Council, 2000). Inquiry-based learning, which is based on a constructive approach and the learning cycle model and is suitable for all education levels, also allows students to evaluate their own progress (Hammerman, 2006; Kanli, 2009; Llewellyn, 2002; Office of Science Education National Institutes of Health, 2006; Peters & Stout, 2006; Temizyurek, 2003; Wenning, 2005). Thus, effective teaching can only be assured when teaching approaches, methods, and techniques are applied considering the course structure (Kaptan & Korkmaz, 2001). In addition to this, affective problems that could have a negative impact on learners or teachers in the learning environment need to be resolved. …