Universal Journal of Educational Research Vol. 6(5), pp. 947 - 959
DOI: 10.13189/ujer.2018.060516
Reprint (PDF) (440Kb)


Effect of Science Teaching Enriched with Technological Practices on Attitudes of Secondary School 7th Grade Students towards Science Course


Halil Ibrahim Yildirim *, Onder Sensoy
Department of Science Education, Gazi Education Faculty, Gazi University, Ankara, Turkey

ABSTRACT

Purpose of this research is to examine effect of science teaching enriched with technological practices on attitude levels of secondary school 7th grade students towards science course. Execution step of the research was performed on 7th grade students attending to a government secondary school in Turkey in the academic year of 2015 and completed in 13 weeks. Workgroup of the study had 74 students (control group = 38, experiment group = 36). "The Attitude towards Science Course Scale" was used to collect data. The scale having 5-point Likert grading structure was applied as pretest, posttest and follow-up test. Cronbach Alpha (α) reliability coefficient of the scale was 0.85. The execution step of the study was performed by the same teacher in science courses of control and experiment groups. The control group was not subjected to any experimental process and a student centered education in line with the existing science course curriculum was offered. The experiment group received education in parallel to the curriculum but technologically enriched science education programs were included in the teaching process. The research concluded that attitude levels of the experiment group significantly increased and this increase was still preserved three months after completing the research.

KEYWORDS
Technology, Attitude, Science Teaching Enriched by Technological Practices, Attitude towards Science Course, Science Instruction

Cite this paper
Halil Ibrahim Yildirim , Onder Sensoy . "Effect of Science Teaching Enriched with Technological Practices on Attitudes of Secondary School 7th Grade Students towards Science Course." Universal Journal of Educational Research 6.5 (2018) 947 - 959. doi: 10.13189/ujer.2018.060516.