Evaluation of Turkish students’ science process skills in guided inquiry-based science education according to the effect of some variables

Özcan C., Gücüm B.

Journal of Educational Research, vol.119, no.1, pp.13-33, 2026 (SSCI, Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 119 Issue: 1
  • Publication Date: 2026
  • Doi Number: 10.1080/00220671.2025.2508708
  • Journal Name: Journal of Educational Research
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, ABI/INFORM, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, Psycinfo
  • Page Numbers: pp.13-33
  • Keywords: home literacy environment, interaction effect, school experiences, science education, science process skills, socio-cultural factors, İnquiry-based learning
  • Hacettepe University Affiliated: Yes

Abstract

This study investigated the extent to which the guided inquiry-based learning (GIBL) method affects the science process skills (SPS) of 6th grade students, taking into account the variables of students’ gender, parental education level, home literacy environment, and school experiences. In the study, either the GIBL or traditional teaching method was applied to a total of 60 students, 30 girls and 30 boys. The data collected by the researcher-developed SPST scale were analyzed by two-way ANOVA. The findings showed that gender and parental education level did not significantly affect the effect of GIBL on SPS, but the richness of the literacy environment at home and positive school experiences significantly affected the effect of GIBL on SPS. GIBL was more effective, especially for students with rich literacy environments and positive school experiences. It is recommended that larger samples, experimental designs, and longitudinal studies be used in future studies.