Inquiry Based Learning (IBL) is a student-centered strategy within the constructivist learning approach. This strategy is an important approach that makes students active inside and outside the classroom, and enables students to work in groups, conduct research, present their research, and increase their academic success. When the literature is reviewed, there are many studies that show that IBL increases the academic success of students. The aim of this study is to make the meta-analysis of articles and theses carried out in Turkey between the dates of 01.01.2000 and 01.03.2020 that investigate the impact of IBL on the academic achievement. In this study, meta-analysis method was used to determine the effects of IBL on students’ academic achievement based on grade levels and publication types. The studies evaluated within the scope of this study were created by using the databases of Google Scholar and the National Thesis Center of the Council of Higher Education. To this end, 30 studies were selected in accordance with year, method, data, and publication type criteria. In this study, the thesis and article evaluation form developed by the researchers was used as the main means of data collection. Comprehensive Meta-Analysis (CMA) program was used to analyze the data. According to the results of this study, it is concluded that IBL significantly increases the academic achievement and the effect sizes are meaningful when grade levels are compared. That is, IBL at high school level is more effective than other educational levels, and when the effect sizes are examined, there are no significant differences based on the types of publication (i.e., articles and theses).

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The primary aim of this study was to reveal how the phenomenon of Jews is represented in the course books of the social studies course and other classes that include the contents of this course throughout the historical process. Document analysis technique, a qualitative data gathering method, was employed in the study. The data sources were the seventh and eighth grade course books published between 1928-2017, and the sample consisted of 30 course books. The data were analyses through content analysis, and texts that imply discrimination agains the Jews were not encountered in the course books published in the period before September 12 coup in 1980. However, marginalisation in the expressions was found to increase starting from 1980s. The sub-dimension that was exposed the stereotypic approaches the most was the State of Israel.