It is a known fact that students can gain accomplishment the lesson which they like. If the child develops a positive attitude, it provides meaningful learning. In order to provide a lasting education, it is necessary to include children in the learning process. The students can get affective learning processes in order to get their hands into the work. These are receiving, responding, valuing, organization, characterization (Krathwohl, Bloom and Masia, 1964). 

ınquiry-based teaching aims at teaching how science is done from teaching science to students. For this reason, the main goal of inquiry-based teaching is to make students experience. By these means, meaningful learning is provided (Martin,2009; Bruner,2009). Guided inquiry-based teaching was conducted during the study because of its suitability for cognitive levels.

Guided inquiry; learning by doing. In this process, the teacher is working as a guide and resource person. In order to do this task, the teacher must be judged at the level and subject adequately. Everything that the students need to be guided in order to be able to progress healthyly must be determined in advance. For this reason, it is necessary for the teacher to make preparations before the lesson. These; to draw out a unit concept map, to make a mind map, to identify points that students may be curious about, to prepare questions that will lead them to think, and so on. can. As a result of their ascertainment, it is also the task of the teacher to ensure that the needs of the students are investigated. This process is the part where the teacher should be the judge in the process with the least words. If you can not be guided to the pupils on an ad hoc basis, the children may think that they are doing unnecessary work. The important thing is to be able to speak their minds without much talk for fixing. The way of doing this is sometimes by letting the child feel the effects like "I'm curious, I'm respectful". In this process classes work intensely and enthusiastically, similar to the beehive. Therefore, productive noise is dominant in the class. It is usually conducted with small group students working together. Throughout the process, students try to understand and explore new concepts. Teacher provides opportunity and entertainment as research manager (Martin,2009).

The purpose of this research is to learn from the students themselves, the needs that are necessary for them to pass these stages of affective learning. That is to say, the main problem of the study, what is expected from this education by child who will receive science education. The other problem of study is how much of these expectations will be met by the lessons prepared with student expectations.

The study was carried out qualitatively. Case study method is preferred in order to investigate student expectations and achievements in depth. Every individual enters into expectations in accordance with their living conditions. Considering this situation, the expectation of the children who are teaching in schools in different socio-economic segments is can be different. For this reason, a stratified sample was selected for the study. Three different schools were identified by making random choices from stratified schools in the lower, middle and upper socio-economic level. The study is limited with the 4th grade, in which inquiry-based teaching practices can be more easily maintained. The study was conducted with 71 students from 3 different schools. A long-term implementation period is planned for the students to be able to interpret the process concepts. Based on the expectations, the inquiry oriented science education application was applied for 20 weeks. In order to remove the researcher influence, the application process was carried out by the students' own teachers. Since the study involves 3 different teacher applications, the process has been observed with video recording to remove the application differences altogether. Intermediate meetings were held to try to control teachers' full compliance with the plans. Semi-structured interviews were held with students at the end of the application. The negotiations were transcripted and evaluated by content analysis. A second encoder was used for the reliability of the work and the inter-encoder compatibility was calculated as 82%.

Preliminary interviews were made with the students and expectations were determined from the science lesson. These expectations were divided into themes and codes were created. The themes were prepared separately for the preparation, content and evaluation phase of the course. These expectations have been included as much as possible in the inquiry-based teaching process. At the end of the process, the benefits they provided to students were questioned. As a result of the semi-structured interviews conducted, it has been determined that the students are not generally referred to expectations at the end of the process. When they were asked what they expect from the science course would take next year, they have taught the inquiry-based teaching outputs which they have earned in this study.

Bruner, J. S. (2009). The process of education. Harvard University Press. Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc. Martin, D. (2009). Elementary science methods: A constructivist approach. Cengage Learning.