Bu çalışmanın amacı 2018-2019 eğitim-öğretim yılında 5. Sınıf Sosyal Bilgiler Dersinde 7E Destekli Sorgulamaya Dayalı Öğretim (SDÖ)'in öğrencilerin ders başarısı, eleştirel düşünme becerileri ve öğrenmenin kalıcılığı üzerindeki etkisini belirlemektir. Araştırmanın çalışma grubunu, 2018-2019 eğitim-öğretim yılı birinci döneminde Diyarbakır'ın Yenişehir İlçesinde bulunan Gazi Ortaokulunda öğrenim gören beşinci sınıf düzeyindeki iki sınıf oluşturmuştur. Bu çalışma nicel araştırma yöntemiyle yürütülmüştür. Araştırmanın nicel boyutu deneme modelindedir. Bu bölümde ön ve son test kontrol gruplu yarı deneysel desen kullanılmıştır. Bu çalışmanın uygulanabilmesi için öncelikle Fırat Üniversitesi Girişimsel Olmayan Araştırmalar Etik Kurulundan daha sonra Diyarbakır Valiliği İl Milli Eğitim Müdürlüğünden gerekli izinler alınmıştır. Ayrıca araştırmanın uygulanacağı ortaokulun beşinci sınıf öğrencilerinin tüm velileri bilgilendirilmiş gönüllü olur formlarını doldurmuştur. Bu çalışma verilerinin analizinde SPSS 22 programı kullanılmıştır. Araştırma sonuçlarına göre; 7E Destekli SDÖ'nün beşinci sınıf öğrencilerinin sosyal bilgiler dersi başarılarını anlamlı derecede arttırdığı ve eleştirel düşünme becerilerini anlamlı derecede geliştirdiği ancak öğrenmenin kalıcılığını anlamlı derecede arttırmadığı sonucuna ulaşılmıştır.

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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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An argument is the product that is produced as a result of the discussion to support a claim. Argumentation is a reasoning process in which arguments are generated by using claims, data and reasoning components. Argumentation-based learning is an effective approach that can be used to discuss ideas on sociological issues, and is particularly effective in teaching semi-structured problems, such as sociological issues. Social studies are the process of forming a bond based on proofs via social reality and getting dynamic information as a result. The aim of this study is to determine the place of argumentation-based learning in social studies teaching. Whether or not the argumentation-based learning approach is applied in social studies teaching constitutes the research problem. According to the data obtained from this study, it is thought that argumentation-based learning approach can be applied in social studies teaching. In this study, one of the qualitative research methods used in the document analysis method was used.