In the research-based learning approach, unlike traditional classroom environments, students play an active role from the beginning to the end of the research process. The responsibility for learning lies with the students. For this, they ask questions, seek answers to the questions they ask, in other words, they research. However, in order for students to be able to carry out research-based learning, a path must be followed from structured research to guided research and open research.

1. 1. Structured Research

The teacher provides the students with the necessary information such as the problems that the students will solve, the solution method and the necessary materials, etc. during the research-based study. The students try to reach the results under the guidance of their teachers. The problem is presented to the students by the teacher. The student completes his/her research by following the research steps presented by the teacher (Tatar, 2006). This level of research is very important in terms of developing the students' high-level inquiry skills.

2. 2. Guided Research

Guided research is used to prepare students who have experience in structured research but are not ready for open research that they will design themselves. With guided research, students gain research skills. In this way, they gain the ability to conduct independent research in the future.

3. 3.Open Research

Open investigations are very similar to real scientific research. Students can set up research questions, methods and procedures, record and analyze data, and draw conclusions from evidence. In open investigations, students design the investigation. Therefore, the results are not known to the teacher and the student in advance. During the data collection process of open investigations, students are free to search for additional sources and obtain information to reach solutions to the questions. Open investigations increase the student's freedom and responsibility in initiating and continuing the investigation. In order to conduct open investigations, students need to have experience in lower-level (structured and guided) investigations.

4. 4.The Role of the Teacher in an Inquiry-Based Learning Environment

In the research-based learning approach, the teacher’s duty is not to direct the research conducted by students but to continuously support students. In this approach, the teacher does not transfer ready-made knowledge to students. The teacher’s duty is not to present information, but to guide students. The teacher guiding students does not mean that students are left alone in the process of conducting research. Teachers need to select and structure the content and activities related to the research conducted. In addition, teachers should create an active classroom environment that supports the development of scientific thinking.

The role of the teacher in classes where research-based learning is applied is quite different from the roles he/she assumes in traditional classes. The teacher, who is the knowledge transmitter in traditional classes, is in the role of guide, researcher, facilitator and student in the research-based learning environment. The duties of the teacher in order to create a learning environment based on research-based learning and to ensure the structuring of knowledge in an inquiry-based research environment can be listed as follows.

• Ensuring that students take responsibility for their individual learning,
• Encouraging students to ask scientific questions,
• Encouraging students to create their own research,
• Providing an environment where different and diverse materials can be used,
• Providing a collaborative environment where students can interact and communicate with each other,
• Providing tools and materials appropriate for learning content,
• Stepping in and providing appropriate guidance to students when they have difficulty during the research process,
• Helping students take the next step in learning with appropriate guidance at the right time,
• Listening to and valuing the ideas and suggestions produced by students,
• Encouraging students to think and do research by asking questions,
• Encouraging students to try other things
• Using students' prior knowledge and research to explain new concepts.