Journal of Inquiry Based Activities https://ated.info.tr/ojs-3.2.1-3/index.php/ated <p>The Journal of Inquiry Based Activities (JIBA) is a refereed academic journal publishing articles that involve early childhood, elementary, middle, and secondary school level classroom activities designed and implemented by educators. JIBA is published semi-annually in April and October. We accept scholarly written manuscripts in English and Turkish.</p> <p>It is our hope that JIBA will contribute to the application of learner-centered teaching approaches and standards-based education programs (curricula) in a way that will deepen students' conceptual understanding by providing an online platform for educators to discuss educational issues and share resources.</p> <p><strong>E-ISSN: 2146-5711</strong></p> Evrim Erbilgin en-US Journal of Inquiry Based Activities 2146-5711 A Multi-Disciplinary and Inquiry-Based Learning Activity: The Seven Continents https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/94 <p>This study introduces a learning activity that was designed based on two student-centered approaches to education: inquiry-based learning and multi-disciplinary education. Twenty-four second grade students participated in the study. The activity integrates geography, English, and technology and offers students opportunities for inquiry-based thinking. The goal of the activity is for students to find out what the seven continents are, where they are in the world, and create their own little maps. The students collaboratively explore world maps both in hand and on the interactive board. The extension activity is the area of differentiation and acts as differentiation by outcome. Data analysis revealed that all students met the learning goals. The main area for improvement on this would be to have the students mark their work by looking at a real map of the world instead of a completed version of their worksheet; this would make the assessment more authentic.</p> Gregory Michael Adam Copyright (c) 2021 Journal of Inquiry Based Activities https://creativecommons.org/licenses/by-sa/4.0 2021-04-30 2021-04-30 11 1 69 80 Integration of Inquiry and Play: Young Children’s Conceptual Change in Astronomy https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/101 <p>This study aims to introduce inquiry-based play activities and to examine their effectiveness on young children's conceptual understanding of the shape of the Earth and the day-night cycle. The inquiry-based play activities for preschool children were designed to support children to learn the concepts of the shape of the Earth and the day-night cycle. The activities were designed based on the Preschool Learning Cycle (Play, Explore, and Discuss). The study sample consisted of 80 children, 33 of whom are girls and 47 are boys. The children’s ages ranged from 54 to 70 months. To measure children's conceptual understanding, Earth-2 (EArth Representation Test for cHildren-2) developed by Straatemeier et al. (2008) was used. Science journals were used to promote children’s reflective thinking and to evaluate their learning. The results revealed that the inquiry-based play activities positively affected young children's conceptual understanding of the shape of the Earth and the day-night cycle.</p> Sinem Güçhan Özgül Copyright (c) 2021 Journal of Inquiry Based Activities https://creativecommons.org/licenses/by-sa/4.0 2021-04-30 2021-04-30 11 1 1 15 Predict - Observe - Explain - Do: Calculate Your Carbon Footprint Activity in Distance Education https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/103 <p>Formal and informal education have transitioned to distance learning in many countries due to the Covid-19 pandemic. This study aimed to develop an activity for science lessons during distance education to increase students' knowledge of and awareness about environmental problems. The study was conducted with 7th grade students enrolled in a public school in Turkey. The activity was designed based on the predict-observe-explain-do (POED) method to promote students’ inquiry-based learning. The activity engaged students in researching about and calculating carbon footprint, discussing the causes and effects of global warming, sharing ideas about how to protect the environment, and creating products to raise awareness about environmental issues. Data analysis suggested that the students were active participants in the learning tasks, were motivated to learn the concepts, and increased their awareness about global warming. A suggestion of the study is to design similar POED activities for other science topics. </p> Ayberk Bostan Sarıoğlan Özge Şentürk Özkaya Copyright (c) 2021 Journal of Inquiry Based Activities https://creativecommons.org/licenses/by-sa/4.0 2021-04-30 2021-04-30 11 1 30 50 Game Based Activities Related to Light and Sound Unit and Students' Views https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/97 <p>Game-based learning in science education is an effective method to enhance students’ motivation, active participation, and conceptual understanding of the scientific knowledge. This study aimed to encourage teachers to develop and use game-based activities related to the concepts of light and sound and to present students’ views about the games developed in the study. The game-based activities were implemented in the 2016-2017 academic year with 27 sixth-grade students. The study reports on the design and implementation processes of 6 games about the light and sound unit. The students evaluated the games by answering 6 open-ended questions. Students’ responses were analyzed using the content analysis method, and the findings are shared. The findings showed that the game-based activities facilitated students' learning and created an enjoyable learning environment. Time management is an aspect that should be paid attention to during the games. Teachers are recommended to include games in their lessons.</p> Seda Çavuş Güngören Selin Yazıcıoğlu Copyright (c) 2021 Journal of Inquiry Based Activities https://creativecommons.org/licenses/by-sa/4.0 2021-04-30 2021-04-30 11 1 51 68 Reflections from the Learning Environment Designed According to the Variation Theory: Congruent Triangles https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/102 <p>This article presents theoretical knowledge, sample activities, and reflections from the implementation process on how teachers can benefit from the Variation Theory to help students enhance their mathematical comprehension. In this context, "congruence of triangles" was conceptualized as an object of learning. Critical aspects were determined in order to help students discern dimensions of variations of congruence of triangles. In order to develop awareness in students about the critical aspects, learning tasks including patterns of variance and invariance in accordance with the Variation Theory were designed. The activity was implemented in 2020-2021 academic year by a volunteer mathematics teacher under the guidance of the researcher in distance education. Seven volunteer 8<sup>th</sup> grade students enrolled in a secondary school in Giresun participated in the study. Data analysis revealed that the activity designed based on the Variation Theory was effective in helping students discern the critical aspects of the congruence of triangles.</p> Funda Aydın Güç Copyright (c) 2021 Journal of Inquiry Based Activities https://creativecommons.org/licenses/by-sa/4.0 2021-04-30 2021-04-30 11 1 16 29 2021 April Issue https://ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/110 Evrim Erbilgin Copyright (c) 2021 Journal of Inquiry Based Activities https://creativecommons.org/licenses/by-sa/4.0 2021-04-30 2021-04-30 11 1 i ii