Fen Eğitiminde Araştırmaya Dayalı Öğrenme Yaklaşımının Öğrencilerin Akademik Başarılarına ve Bilimsel Süreç Becerilerine Etkisi/ Effect of Inquıry-Based Learnıng Approach On Students' Academıc Success And Scıence Process Skılls In Scıence Educatıon

Bu calisma gunumuzde cok onemli olarak kabul edilen arastirmaya dayali ogrenme yaklasimi uzerine yapilmistir. Bu arastirmanin amaci; Sinif Ogretmenligi ogretmen adaylarinin Fen ve Teknoloji Laboratuvari dersinde arastirmaya dayali ogrenme yontemi kullanilarak akademik basarilarinda ve bilimsel surec becerilerinde herhangi bir degisiklik olup olmadigini ortaya koymaktir. Arastirma 2010-2011 egitim-ogretim yilinda Mustafa Kemal Universitesi'nde ogrenim goren 50 sinif ogretmenligi ogrencisinin katilimiyla gerceklestirilmistir. Arastirmada yontem olarak on test-son test kontrol gruplu desen kullanilmistir. Deney ve kontrol gruplarinin yansiz atama yoluyla esitlenmeleri icin ozel bir caba harcanmamistir. Deney grubu ogrencilerine arastirmaya dayali ogrenme yontemi ile ders yapilirken, kontrol grubu ogrencilerine geleneksel laboratuvar yontemi kullanilmistir. Veri toplama araci olarak; arastirmaci tarafindan “hucrede madde alisverisi” konusundaki basarilarini olcmek amaciyla bir akademik basari testi gelistirilmistir. Ayni zamanda Okey vd. (1982) tarafindan gelistirilmis ve Geban vd. (1991) tarafindan cevrilerek Turkce'ye uyarlanmis olan “bilimsel surec becerileri testi” kullanilmistir. Yapilan calisma sonucunda, deney grubu ogrencilerinin akademik basari ve bilimsel surec becerilerinde kontrol grubuna gore artis saglandigi gorulmustur. Anahtar Kelimeler: Arastirmaya Dayali Ogrenme, Fen ve Teknoloji Egitimi, Fen ve Teknoloji Laboratuvari. Abstract This study has been performed on inquiry-based learning approach which is accepted as higly important today. The aim of this research is to reveal whether there are any changes in academic success and science process skills of pre-service primary school teachers in Science and Technology Laboratory course by using inquiry-based learning approach. The study was implemented with participation of 50 primary school teaching students studying at Mustafa Kemal University in 2010-2011 education year. Pre-test and post-test control group design was used as a method in the study. There have not been made any special efforts to equal experimental and control groups randomly. The experimental group students were taught with inquiry-based learning, while the control group students were taught with traditional laboratory method.As data  collection tool was an achievement test developed by the researcher on “element exchange in cell” to evaluate their success. “Science process skills test” developed by Okey vd. (1982) and adapted to Turkish with translation by Geban et all. was also used. The result of the study shows that academic success and science process skills of the experimental group  students have increased more when compared to the control group. Key Words: Inquiry-based learning, Science and Technolgy Education, Science and Technology Laboratory .