Developing, Implementing and Evaluating of a WebDesigned Science Material
Journal Title: Uludağ Üniversitesi Eğitim Fakültesi Dergisi - Year 2011, Vol 24, Issue 1
Abstract
The purpose of this study was to investigate the effects of web-supportedand traditional instruction approach ingluding science achievement and cognitivedevelopment in primary seventh class students. In addition, changes on students’attitudes towards science lessons in two groups were compared in the end of thestudy. The sample of this study consists of total 100 students at the Primary Schoolof Yomra town in Trabzon. At the beginning of study, achievement test (AT),science attitude scale (SAS) and concept map attitude scale (CMAS) were treated tothe two groups as pre-tests. Also, the same data collecting tools were applied to eachgroup at the end of the study. In conclusion, students’ achievement increased by12% in favour of experiment group at (p<0,05). Although cognitive development atknowledge level of cognitive domain was 32,2% in the experiment group and 29.2%in the control group, this development at comprehension level was 39,16% in thefirst group and 21.5% in the second group, respectively. These results revealed thatgeneral student achievement increased at similar ratios in both groups. In terms ofthe results obtained from attitudes scales, it was seen that the students found in thetwo groups did not show a positive change towards science lesson.
Authors and Affiliations
Erol TAŞ, Salih ÇEPNİ
Keywords
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