Turkish Elementary Students' Classroom Discourse: Effects of Structured and Guided Inquiry Experiences That Stimulate Student Questions and Curiosity

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27

Elementary School Students; Grade 6; Learner Engagement; Personality Traits; Science Instruction; Scientific Concepts; Instructional Effectiveness; Classroom Communication; Physics; Cooperative Learning; Active Learning; Inquiry; Questioning Techniques; Problem Solving; Creative Thinking; Skill Development; Foreign Countries

1306-3065

This study focuses on structured and guided inquiry instruction regarding question asking behaviors and curiosity of elementary students in Turkey. 177 sixth graders in 8 science courses were randomly assigned to treatment groups. Analysis of the data revealed that students in the guided inquiry groups asked higher-cognitive level questions and were more encouraged to go beyond retaining a given body of information or simply following instructions compared with others. Students in the guided inquiry groups were found asking questions about electric circuits and providing explanations for their observations and testing hypotheses related to their observations. Through these experiences, students were afforded opportunities to think creatively and cultivate their imaginative spirits. These are seen as initial steps in attracting students to doing real science. Students became more curious about phenomena; conversely their counterparts in the structured inquiry groups asked lower cognitive level questions and exhibited only slight curiosity about phenomena.

As Provided

2020

EJ1278105