In the present study, the purpose is to determine the effect of activity set developed according to inquiry-based learning approach on sixth graders’ inquiry learning skills of the unit “Particulate Structure of Matter” in elementary school science and technology course. In this study pretest-posttest control group design was used. The study was conducted with 90 sixth grade students attending four sixth grade classes of a secondary school in Dalaman Province of Muğla city in the fall term of 2012-2013 school year. Two of the classes were assigned as control (N=45), and two of the classes were assigned as experimental group (N=45). The application was performed within 28 class hours throughout 7 weeks. Within the framework of the study, in order to evaluate the effects of inquiry-based learning approach on the students’ inquiry learning skills, guided activity set was developed by the researcher in line with inquiry-based learning approach. In the experimental classes, while the lessons were taught with guided activity set developed in line with inquiry-based learning approach, in the control classes, the lessons were taught based on the course book. In this study data collection tool of “Inquiry Learning Skills Scale” was used developed by Taşkoyan (2008). The analysis of data on the other hand was conducted by using SPSS 15 (Statistical Package for the Social Sciences). The findings of the study revealed that science and technology teaching supported with guided activities developed in line with inquiry-based learning approach have not significant effects on the students’ inquiry thinking skills. However, it was determined that there was a significant relationship between students' critical thinking skills and inquiry learning skills.
Inquiry Based Learning Approach, İnquiry Learning Skills, Particulate Structure of Matter