Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2009
Thesis Language: Turkish
Student: Payidar BAŞKURT
Supervisor: MAHMUT SELVİ
Open Archive Collection: AVESIS Open Access Collection
Abstract:The purpose of this research is to examine the effects of hands-on science (simple science activities) learning method on students' academic achievement, retention of knowledge and attitudes towards science course. This study was conducted with students (N=40) of two primary schools located in the city of Kayseri, district of Bünyan during the spring period of 2008-2009 academic year. In the study, experimental method was used. A quasi-experimental research design with pretest and posttest control group was used in this study. According to this research model achievement test and the scale of attitudes towards science were administered before and after instructional intervention. Achievement test were given both groups three months after intervention as retention test. Students in the control group were taught by traditional teaching method (narrative, question and answer, discussion, etc). The experimental group was taught by hands-on science learning method besides traditional teaching method. The implementation was carried out in a four week period. After implementation, posttest (achievement test) was administered to both groups. Data obtained from tests has been analyzed with SPSS and EXCEL program. The independent samples t-test was used to compare pretests and posttests of control and experimental groups. The findings of the study show that there is a significant difference in favour of the experimental group who taught by hands-on science learning method over the control group regarding to averages of academic achievement scores. Achievement test scores of experimental group were found higher than the control group after instructional intervention. Results of the study showed no meaningful difference vi between the experiment and control group according to attitudes towards science course. It can be stated that the teaching method used in experimental group was more successful, thus students in experimental group was scored high in the achievement test for retention. Some recommendations were made regarding the findings of this study. It is expected that this study will be useful for future research.