The Status of Science Teachers Regarding the Application of Guided Research Inquiry-Based Teaching Approach at 5th Grade Level

Abstract

The aim of this study is to determine the current status of scienceteachers regarding the application of guided research inquiry-based teachingapproach at 5th grade level. In order to achieve this aim, descriptive case study isused in the research. The study is carried out with three science teachers workingin three different secondary schools affiliated to Kars National EducationDirectorate with 0-3, 4-10 and 10-year professional experience. The related dataabout the guided research inquiry-based teaching approach application levels ofscience teachers are collected by using structured interview form and videorecordings of teachers' 5th grade level courses. In this context, the obtained data areanalyzed according to the behaviors that should be displayed during the applicationprocess of research inquiry-based teaching approach, which is highlighted byÇavaş, Kesercioğu and Huyugüzel-Çavaş (2011). According to the findings of theresearch, it is concluded that teachers do not have enough knowledge about theguided research inquiry-based teaching approach, and they cannot use thisteaching approach in their courses. In light of present findings of the study, relatedsuggestions are given to science teachers, teacher educators and officials of theMinistry of National Education (MNE).