Integrating Inquiry-Based Learning and Hypothetical Learning Trajectories: An Activity-Based Study

Abstract

This study aimed to enable fifth-grade students to meaningfully discover and learn concepts related to polygons and the relationships among these concepts through activities based on the integration of Inquiry-Based Learning (IBL) and the Hypothetical Learning Trajectory (HLT) and to improve their conceptual understanding of polygons. A total of 27 students (14 girls and 13 boys) participated in this research, which was conducted using a design-based approach. The data collection instrument prepared to evaluate the research process was administered as a pre-test and post-test. At the end of the study, it was determined that the activities prepared in accordance with the integration of IBL and HLT positively improved the participants’ conceptual understanding of polygons. Furthermore, Furthermore, suggestions were presented regarding the positive aspects of the process and areas requiring improvement based on the implementation of activities integrating IBL and HLT.