Journal of Inquiry Based Activities <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 2020 October Issue Evrim Erbilgin Copyright (c) 2021 Journal of Inquiry Based Activities 2020-10-30 2020-10-30 10 2 i ii Black Friday Discounts: Percentage Calculation Activities <p>This paper introduces a percentage activity based on the context of “Black Friday” discounts. The aim<br>of the study was to reveal the existing and new conceptions of the 7th grade students regarding the<br>topic of percentage calculation. The activity was designed considering the students’ prior knowledge<br>in the concept of “Ratio and Proportion” as well as in “Percentages.” The participants of the study<br>were 17 seventh grade students attending a state middle school in a province in the Eastern Black Sea<br>region of Turkey during the academic year 2019-2020. The data were collected using a worksheet<br>created by the researchers based on the realistic mathematics education framework. After<br>implementing the activity, a form was completed by the students to find out their views on the activity.<br>As the present study reveals the students’ conceptions and mistakes, it offers suggestions for future<br>implementation and development to researchers and teachers.</p> Mihriban Hacısalihoğlu Karadeniz Ahmet Karahan Copyright (c) 2021 Journal of Inquiry Based Activities 2020-10-30 2020-10-30 10 2 83 99 Mathematics and Music Relationship: From Notes to Fractions <p>This study aimed to enrich the learning environment of the 5th grade students with the interdisciplinary<br>activities designed by connecting mathematics and music. The activities integrated the concepts of<br>music such as note, beat, and measure with the concept of fractions in mathematics to ensure active<br>participation of students and to promote meaningful learning. These activities were implemented for 6<br>lesson hours with 23 fifth grade students attending a middle school in Turkey. Throughout the teaching<br>process, students were asked to represent note durations with fractions, to create measures with certain<br>requirements, and to solve problems involving addition and subtraction of fractions with like or unlike<br>denominators. The students were able to solve the questions on the activity sheet by combining the<br>knowledge of mathematics and music. This teaching experience indicates that the activities prepared in<br>accordance with the interdisciplinary approach might contribute to students’ conceptual learning of<br>fractions.</p> Selin Işıtan Işıtan Mevlüde Doğan Copyright (c) 2021 Journal of Inquiry Based Activities 2020-10-30 2020-10-30 10 2 100 111 An Inquiry-Based Science Activity: Floating-Sinking- Staying Between the Surface and Bottom <p>The inquiry-based learning (IBL) approach is at the core of contemporary science education programs<br>and aims to enable students to conduct research. In this study, an IBL activity was developed based on<br>scientific concepts related to the respiratory systems of fish and scientific investigation skills. The<br>developed activity was implemented for 2 hours in a 7th grade classroom of a public school. Data was<br>collected through classroom observation, student worksheets, and semi-structured interview with the<br>teacher following the lesson. Data analysis revealed that the activity was successfully implemented.<br>The activity is a good resource for teachers who want to engage their students in IBL activities, seek<br>materials that support students’ scientific investigation skills, and want to support students’ conceptual<br>learning of scientific concepts. The general structure of this activity and how it involves inquiry-based<br>learning provides an exemplary practice for the practitioners and researchers in the field.</p> Gökhan Kaya Çağrı Avan Copyright (c) 2021 Journal of Inquiry Based Activities 2020-09-08 2020-09-08 10 2 112 126 Concept Cartoon Samples Integrated into Problem Based Learning in a Science Course <p>This study aimed to present a module related to the use of concept cartoons integrated into problembased<br>learning (PBL) method in science lessons. As part of the study, concept cartoons were<br>developed based on scenarios dealing with daily life situations. A module was designed using these<br>concept cartoons. The module focused on the topic “heat insulation” under the unit “matter and heat”<br>in the 6th grade science curriculum and was implemented in 9 different classrooms at 9 different<br>schools. Semi-structured interview technique was used to learn the students’ (n=27) views about the<br>module. The students explained that they learned the subject of heat insulation in a meaningful way,<br>remembered their previous knowledge through the activities, could associate the science topics with<br>daily life more easily, and that their interest in the lesson increased.</p> Sevinç Kaçar Ümmühan Ormancı Erkan Özcan Ali Günay Balım Copyright (c) 2021 Journal of Inquiry Based Activities 2020-10-30 2020-10-30 10 2 127 145 A Game Activity for Improving Vocabulary: Design, Learn, Reinforce <p>The purpose of this study is to share the design, implementation, and evaluation processes regarding an<br>activity implemented for improving the vocabulary of 4th grade students, and to determine the opinions<br>of the students about the activity. The activity serves to the purpose of learning the new words and<br>phrases meaningfully through active participation. Teaching words with different semantic properties<br>supports conceptual learning. Therefore, synonyms, antonyms, idioms, and proverbs were selected<br>specifically. Afterwards, a game was designed, tested, and revised by the students. At the end of the<br>game activity, all students expressed their positive opinions about the game and were eager to learn<br>new words. Students emphasized that they had fun during the activity, participated actively, and found<br>it exciting to create their games. According to these results, this game can be used in language lessons<br>for enriching the content as well as the processes and products.</p> Ozan Alevli Copyright (c) 2021 Journal of Inquiry Based Activities 2020-10-30 2020-10-30 10 2 146 156