[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588221-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588221-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","inquiry-learning-skills-in-geometry-a-scale-development","Inquiry Learning Skills in Geometry - A Scale Development","","Inquiry learning is used to foster scientific thinking, and this study aimed to develop a geometry-oriented inquiry learning skills scale. The research used a scanning model and convenience sampling with 514 middle school students. Data were split for exploratory and confirmatory factor analyses, revealing a 12-item structure with two subfactors. Confirmatory testing produced an X2/df ratio of 2.13, supporting model fit. Item, reliability, and item analysis results indicated strong validity and reliability, enabling teachers to assess students’ inquiry skills and plan interventions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/inquiry-learning-skills-in-geometry-a-scale-development/588221/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/inquiry-learning-skills-in-geometry-a-scale-development/588221.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the study?","Question",{"text":63,"@type":64},"To develop a scale measuring inquiry learning skills towards geometry and support the assessment of students’ inquiry abilities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the scale developed and validated?",{"text":68,"@type":64},"The study used exploratory and confirmatory factor analyses with data from 514 middle school students, following a scanning model and convenience sampling.",{"name":70,"@type":61,"acceptedAnswer":71},"What results indicated the scale’s quality?",{"text":72,"@type":64},"Exploratory analysis identified a 12-item structure with two subfactors, and confirmatory analysis showed an X2/df ratio of 2.13, alongside strong item distinctiveness and reliability.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588221,1792171041,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","INQUIRY LEARNING SKILLS IN GEOMETRY: A SCALE  \nDEVELOPMENT*  \nDiler KEDİKLİ, Yasemin KATRANCI  \nInquiry learning is a powerful strategy to instill scientific thinking into the student. Therefore, it was aimed to develop a scale of inquiry learning skills towards geometry in this study. The study was designed according to a scanning model. The study group was determined according to the convenience sampling method. 514 middle school students participated in the study. The data obtained from these students were randomly divided into two groups, and exploratory and confirmatory factor analyses were performed. As a result of exploratory factor analysis, a structure consisting of 12 items and two subfactors was revealed. This structure was tested by confirmatory factor analysis and the X2/df ratio of the scale was obtained as 2.13. This value proved that the scale fits perfectly. By performing item analyses, it was concluded that all items in the scale are highly distinctive. Reliability analyses were performed and it was detected that the scale was highly reliable. Using this scale, researchers could reveal students' level of inquiry skills towards geometry, reveal factors affecting students’ inquiry learning skills based on geometry. Teachers could determine students' inquiry skills to learn geometry topics, and could decide what measures they can take in case of deficiency.  \nKey words: Geometry, inquiry learning skills, scale development, validity, reliability  \n1. Introduction  \nAs science and technology develop as a result of our age, living conditions change and provide individuals with the opportunity to access information anywhere, anytime. In this environment where information is highly accessible, the need for individuals who inquiring and thinking about cause and effect relationship is increasing (Katrancı & Şengül, 2020) . Accordingly, the main purpose of education should be to provide students with the ability to access information and scientific literacy rather than providing existing information (Balım & Taşkoyan, 2007) . Today, it is aimed to raise individuals who can produce information, use it functionally in daily life, solve problems, think critically, and have entrepreneurial qualifications (Ministry of National Education [MoNE], 2018) . Based on this, school curricula should be arranged to direct students to use their metacognitive skills, provide meaningful and permanent learning, associate them with previous learning and create an educational environment integrated with other disciplines (Smolleck & Yoder, 2008) . In accordance with the constructivist approach that our education system is based on, it is aimed that students use their high level skills such as research, inquiry, critical and creative thinking (MoNE, 2018) . As a result, objectives were adopted that will enable students to grow up to investigate, question, think critically, produce different solutions to the problems they encounter and access information using different ways (Öner & Özdem-Yılmaz, 2019) . In this context, Inquiry Based Learning (IBL) is one of the strategies that conform to the principles of the constructivist approach (Balım & Taşkoyan, 2007) . In recent years, IBL has gained importance in the education process, especially as technology has developed and its usage has become widespread (Keselman, 2003; Kuhn, Black, Keselman, & Kaplan, 2011) . IBL was explained below in detail. It can be said that IBL, which provides students with access to scientific knowledge by its nature, has become a frequently preferred strategy in enriched learning environments.  \n1.1. Inquiry-Based Learning (IBL)  \nInquiry learning takes into account students' interpretation using different knowledge and skills. The dynamics of inquiry learning is based on students' use of their imagination, and the ability to interpret the  \ninformation they acquire and the questions they ask (Kitot, Ahmad, & Seman, 2010) . This model is based on the assumption that p","cbCaipdrM2tYGHAE","https://ap.wps.com/l/cbCaipdrM2tYGHAE","pdf",407076,13,"English","# Introduction\n## Inquiry-Based Learning (IBL)","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To develop a scale measuring inquiry learning skills towards geometry and support the assessment of students’ inquiry abilities.\"},{\"question\":\"How was the scale developed and validated?\",\"answer\":\"The study used exploratory and confirmatory factor analyses with data from 514 middle school students, following a scanning model and convenience sampling.\"},{\"question\":\"What results indicated the scale’s quality?\",\"answer\":\"Exploratory analysis identified a 12-item structure with two subfactors, and confirmatory analysis showed an X2/df ratio of 2.13, alongside strong item distinctiveness and reliability.\"}]","Inquiry Learning Skills in Geometry - A Scale Development | PDF",1792064781,33]