Anadolu Öğretmen Dergisi

Yazarlar: Mine GÜLCÜ, Güntay TAŞÇİ

Konular:Eğitim, Eğitim Araştırmaları

DOI:10.35346/aod.726943

Anahtar Kelimeler:Primary School Science Teaching,Biology Instruction,Modeling

Özet: This study aims to investigate the effects of learning biology through modeling on primary school fourth-grade students’ cognitive structures. An experimental design with the pretest-posttest control group was used in the study. The participants of the study consisted of 39 primary school students. While the control group received a teacher-centered education, in the experimental group teaching was performed by modeling-based learning. Open-ended questions developed by the first researcher were applied to both groups at the beginning and end of the application. An analytical scoring rubric was developed to analyze the data. Findings showed that there was a significant difference between the experimental and control groups in favor of the experimental group, and the students in the experimental group used more meaningful concepts and less meaningless concepts in the post-test than the control group. Findings also indicated that modeling-based learning in the experimental group led to a significant change in the cognitive structures of the students.

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