The effects of guided inquiry-based learning implementations on 4th grades students and elementary teacher; a case study

Abstract

This study aimed to examine the effects of guided inquiry-based learning (GIBL)implementations applied to fourth-grade students in a Turkish rural school on both students and anelementary teacher. It was designed as a case study using qualitative data in the form of structuredstudents’ views journaled by the teacher, used video recordings, and observations by the researcher. 15GIBL experiments with 5E learning model in a structured classroom rather than laboratory wereconducted with 42 students. The results of student’s views showed positive effects of GIBLimplementations on the learning of concepts, interest to science, group work and the attitude of theirteacher. GIBL implementations helped the teacher to realize her role regarding the students, awareness ofthe required competencies, skills, and self-confidence.