Akademik Veri Yönetim Sistemi
National Association of Research in Science Teaching (NARST) Annual International Conference, Chicago, Amerika Birleşik Devletleri, 18 Nisan 2023
There are conflicting reports not only on the effect of scientific inquiry on academic achievement but also insufficient evidence on the relationship between understanding the nature of scientific inquiry and academic achievement, more generalizable studies are needed. This large sampled study aimed to investigate the middle school graduates' understanding of scientific inquiry and the relationship between students' understanding of SI and academic achievement. The sample of the study (X=3067) was selected by purposeful and layered-sampling techniques among 9th students studying at high schools with different orientations in Istanbul. Descriptive and inferential statistical approaches were used in the data analysis procedure. The student's academic achievement was operationally defined as the scores they received in the High School Entrance Exam. The VASI scale was applied to determine the participants' understanding of scientific inquiry. The data were collected in the first two weeks of the first semester of high school in accordance with the purpose of the study. The results of the study revealed that middle school graduates generally do not have an adequate understanding of SI. Furthermore, according to the findings except for the ‘conclusion-data conformity' aspect, there are statistically significant correlations between students' academic achievement and understanding in all aspects.