Inquiry-based learning is becoming an increasing necessity in modern science education. Students are actively engaged in the learning process, which contributes to better retention of concepts and high-quality, long-lasting knowledge. By guiding students in each phase of inquiry, providing quality feedback, and obtaining diverse evidence of learning, effective inquiry-based learning intertwines with formative assessment.
Preparation of active teaching methods requires a significant amount of teachers' time. At times, it may seem that the effort put in by teachers is not rewarded, leading them to continue teaching in a traditional way.
For the purpose of the master's thesis, an instructional module titled "Forensic Science" was developed based on the inquiry-based learning method. The research involved 51 fifth-grade students from a selected primary school. Both qualitative and quantitative methods of educational research were utilized. Students investigated a stolen jewel theft, analyzing fingerprints, learning about chromatography, examining fibers under a microscope, observing flame reactions, and studying the surface tension of water. Throughout the module, the progress of students’ knowledge was regularly monitored with the principles of formative assessment. Students established success criteria for each task and reflected on their final work. The master's thesis evaluated students' knowledge following the completion of the instructional module. Differences in knowledge were examined based on students individual and situational interest in science and technology. Additionally, the extent to which students experienced active learning strategies during the lessons and their opinions about the instructional module were assessed. Data were collected through completed worksheets, knowledge tests, questionnaires regarding individual and situational interest in science and technology, and interviews with students who participated in the module.
The research results indicate that students acquired knowledge in the field of forensic science. There were no statistically significant differences found between individual interest and performance on the knowledge test. On the other hand, students with higher situational interest achieved better results on the knowledge test. However, these differences were not statistically significant. Students recognized the purpose of activities and developed success criteria for the tasks. They successfully distributed roles during group work. Students enjoyed the instructional module and found the related activities highly interesting. Some students encountered this type of inquiry-based learning for the first time. Additionally, most students defined success criteria and evaluated their own knowledge for the first time.
Despite forensic science tasks not typically being introduced until the 5th grade of primary school, the instructional module "Forensic Science" can serve as a foundation for inquiry-based learning and formative assessment, offering teachers a purpose-built resource for this purpose.
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