Science Teachers’ Tendency to Use Some Teaching Methods and Techniques
Özet
The aim of this study is to examine the tendency of science teachers to use some teaching methods-techniques in their lessons. In the study, lecture, argumentation, demonstration, problem solving, project, observation, laboratory, question-answer, assignment, cooperative learning, case study, role playing methods-techniques were investigated. A total of 615 teachers working in Balıkesir and Manisa provinces participated in the study. In the study, an online 4-point rating questionnaire was published on the official websites of the Directorates of National Education and science teachers filled it out online. The questionnaire consisted of demographic information, participation in in-service training seminars, adequacy of the school in terms of teaching methods and techniques, and questions about teaching methods and techniques. According to the results of the research, the three most used teaching methods of the teachers are question-answer, assignment, laboratory, and the three least used methods are travelling-observation, role playing, and argumentation. Argumentation, problem solving, observation, question-answer, assignment method-techniques are preferred more by female teachers, while demonstration, project, laboratory, cooperative learning, case study, role playing method-techniques are preferred more by male teachers.
Referanslar
Akgün, S. (2001). Science teaching. Giresun: Pegema Publishing.
Akkuş, H. & Kadayıfçı, H. (2007). An evaluation of the in-service training course on laboratory use. Journal of Gazi Faculty of Education, 27 (1), 179-193.
Aksoy, B. (2003). Application of problem-solving method to environmental education. Pamukkale University Journal of Educational Sciencesi, 14 (2), 83-98.
Aktaş, A. (2006). The conformity of learning and teaching experiences in the 4th and 5th grade science program with teaching principles. (Unpublished master thesis), Inonu University, Malatya.
Aktepe, V. & Aktepe, L. (2009). Student views on teaching methods used in science and technology teaching: Kırşehir BİLSEM case. Journal of Gazi University Kırşehir Faculty of Education, 10, 69-80.
Arıcı, A. F. (2010). Strategies, Methods and Techniques Used in Turkish Language Teaching, Available at: http://edergi.atauni.edu.tr/ataunisosbil/article/download/1020000322/1020000317 (accessed 08.04.2024).
Arnavut, İ. & Çirkinoğlu Şekercioğlu, A. G. (2023, June 20-23). Educational digital game design and application on 7th grade light absorption and colour formation subject. [Oral presentation] 3rd International Conference on Educational Technology and Online Learning, Balıkesir, Türkiye.
Atasoy, Ş., Tekbıyık, A., Çalık, M. & Yılmaz Tüzün, Ö. (2022). Development of argumentation-based concept cartoons in socio-scientific subjects: the case of science and art centres. Education and Science. 47(211), 323-367.
Atasoy, Ş., Ergin, S. & Şen, A. İ. (2014). The effects of peer instruction method on attitudes of 9th grade students towards physics course, Eurasian Journal of Physics and Chemical Education. 6(1), 88-98.
Aycan, D. (2008). The importance of travelling-observation method in biology teaching and its place among other teaching methods. (Unpublished master thesis), Gazi University, Ankara.
Aydede, M. N., Çağlayan, Ç., Matyar, F. & Gülnaz, O. (2006). Evaluation of science and technology teachers' views on the teaching methods and techniques they use. Çukurova University Journal of Faculty of Education, 2, 32, 24-33.
Ayvacı, H. Ş. & Bülbül, S. (2022). Investigation of the effect of computer-based activities on modelling skills of secondary school students. Abant Izzet Baysal University Journal of Faculty of Education, 22(1), 226-262.
Binler, A. İ. (2007). Science teachers' tendency to use teaching method techniques. (Unpublished master thesis), Kafkas University, Kars.
Bolat, A. & Karamustafaoğlu, S. (2021). Teaching Mass and Weight Concepts: Prediction-Observation-Explanation. Journal of National Education, 50(230), 663-687.
Büyükkaragöz, S. S. & Çivi, C. (1998). General teaching methods, 8th Edition, Öz Eğitim Printing and Publishing Distribution, Konya, p. 78.
Büyükkaragöz, S. S. & Çivi, C. (1999). General teaching methods, planning and application in teaching, 10th Edition, Beta Printing and Publishing Distribution, İstanbul, p. 70.
Çağlı, A., & Sıvacı, S. Y. (2020). Investigation of postgraduate theses on quantum learning in Turkey. Turkish Journal of Academic Publications, 4(1), 31-54.
Çepni, S. (2005). Science and technology teaching from theory to practice, 4th Edition, Ankara: Pegem A Publishing.
Çepni, S. & Çil, E. (2010). Science and technology programme primary education 1st and 2nd level teacher's handbook. Ankara: Pegem Publishing.
Çıbık, A. (2006). The effect of project-based learning approach on students' logical thinking skills and attitudes in science course. (Unpublished master thesis), Çukurova University, Adana.
Çınar, D. (2007). The effect of problem-based learning approach on higher-order thinking skills and academic risk-taking level in elementary science education. (Unpublished master thesis), Selçuk University, Konya.
Çilenti, K. (1985). Science education technology, Kadıoğlu Printing Press, 231, Ankara.
Çirkinoğlu Şekercioğlu, A. G. & Yılmaz Akkuş, G. (2019). The effect of drama method on 7th grade students' achievement in solar system and beyond: space riddle unit. Abant İzzet Baysal University Journal of Faculty of Education, 19(1), 125-145.
Çirkinoğlu Şekercioğlu, A. G. & Demirci, N. (2009). The effect of peer teaching method on university students' achievement and attitudes towards electrostatics. e-Journal of New World Sciences Academy-Education Sciences, 4(1), 240-256.
Deligöz, T., & Han Tosunoğlu, Ç. (2023). Middle and high school science teachers' conceptions of STEM education. Journal of Science Teaching, 11(2), 489-507.
Demirel, Ö. (1998). Programme development in education, 6th Edition, Ankara: Pegem A Publishing, s. 151.
Demirel, Ö. (2008). Programme development in education. Ankara: Pegema Publishing.
Dinç Bilgin, S., & Zorlu, Y. (2023). The effect of 2d and 3d technology-supported modelling-based teaching on students' academic achievement and 21st century skills in "pure matter and mixtures" unit. Erzincan University Journal of Faculty of Education, 25(4), 601-616.
Doğan, K. (2008). The effect of project-based learning on the success of teaching concepts about cell. (Unpublished Master Thesis), Afyon Kocatepe University, Afyonkarahisar.
Doğanay, A. (2007), Teaching principles and methods, Pegema Publishing, Ankara.
Doğru, M. & Aydoğdu, M. (2003). Students' opinions about the problems encountered in the methods used in science teaching. Pamukkale University Journal of Faculty of Education, 13, 15-29.
Ertuğ, A. (2007). The effect of traditional and travelling-observation teaching on the learning of the subject of biosphere life units in the biosphere taught in high school 2nd grade biology course. (Unpublished master thesis), Selçuk University, Konya.
Filiz, S.B. (2002). The effect of teaching on question-answer method on teachers' question asking level and techniques. (Unpublished Master Thesis), Gazi University, Ankara.
Göğebakan, Y. (2009). Comparison of demonstration method and travel-observation method in art history teaching in terms of retention of knowledge. Journal of Gazi Faculty of Education, 28 (2), 197–220.
İmer, N. (2008). The effect of project-based learning approach on students' academic achievement and attitude in primary science and technology teaching. (Unpublished master thesis), Gazi University, Ankara.
Kalaycı, Ş. (2009). SPSS Applied Multivariate Statistical Techniques. Ankara: Asil Publisher.
Kaptan, F. (1999). Science Teaching, İstanbul: M.E.B. Publications.
Karacaoğlu, Ö. C. & Acar, E. (2010). Problems faced by teachers in the implementation of the renewed programmes. Yüzüncü Yıl University Journal of Faculty of Education, 7 (1), 45-58.
Karamustafaoğlu, O. (2006). Science and technology teachers' level of using teaching materials: The case of Amasya province. AÜ. Journal of Bayburt Faculty of Education, 1(1), 90-101.
Karamustafaoğlu, S. & Ertuğrul, A. (2022). The effectiveness of prediction-observation-explanation method in teaching the Earth's movements. Social Sciences Studies Journal. 6(61), 1744-1757.
Karasar, N. (2006). Scientific Research Method. Ankara: Nobel Publication Distribution.
Keser, K. İ. (2008). The effect of project-based learning approach on achievement, attitude and permanent learning in science course. (Unpublished master thesis), Eskisehir Osmangazi University, Eskişehir.
Kutlu, O. & Aldağ, H., (2005), Instructional technology and material development, Lisans Publishing, İstanbul, s. 53-72.
MoNE, (2005). Primary Science and Technology Curriculum and Guidelines. Ankara: MoNE Publishing House.
MoNE, (2006). General Qualifications for Teaching Profession. Ankara: General Directorate of Teacher Training and Education.
MoNE, Board of Education and Discipline (2006). Primary Science and Technology Curriculum, Ankara: MoNE Publishing House.
MoNE (2018). Science Curriculum for Primary Education Institutions (Elementary and Middle Schools) (Grades 3, 4, 5, 6, 7, and 8). Ankara: MoNE Publishing House.
OECD, (2009). Creating effective teaching and learning environments: first results from TALIS. Paris: OECD Publication.
Oktaylar, H. C. (2008). KPSS Educational Sciences for Teacher Candidates. Ankara: Yargı Publisher.
Okur, M., & Koca Akkuş, B. (2021). The effect of game-based learning in science education on students' attitude towards science course: a meta-analysis study. Journal of Computer and Education Research, 9(17), 327-352.
Önder, K. (2007). The effect of laboratory method on student achievement in teaching 6th grade science and technology lesson "reproduction, growth and development in living things" unit. (Unpublished master thesis), Selçuk University, Konya.
Önen, F., Saka, M., Erdem, A., Uzala, G. & Gürdal, A. (2008). Determination of the change in the knowledge of science teachers participating in HIE Seminar about teaching techniques: Tekirdağ case. Ahi Evran University Journal of Kırşehir Faculty of Education (KEFAD), 9 (1), 45–57.
Özay, E. (2003). The effect of travelling-observation method on student achievement in secondary geography education and teaching and its comparison with other teaching methods, (Unpublished master thesis), Marmara University, İstanbul.
Özkan, İ. (2009). The effect of travelling-observation and investigation method on student achievement in 6th grade resources of our country unit, (Unpublished master thesis), Abant İzzet Baysal University, Bolu.
Öztürk, A. (2008). The effect of project-based learning method on the achievement level of 7th grade primary school students in teaching "journey to the internal structure of matter" unit, (Unpublished master thesis), Selçuk University, Konya.
Saban, A. (2000). Learning and teaching process. Ankara: Nobel Publications.
Saraç, E. (2015). Investigation of science and technology teachers' tendency to use some teaching methods and techniques, (Unpublished master thesis), Balıkesir University, Balıkesir.
Sönmez, V. (2007). Teaching principles and methods. Ankara: Anı Publishing.
Sungur Gül, K., Saylan Kırmızıgül, A., & Ates, H. (2022). A literature review on STEM education in primary and secondary education: The case of Turkey. Western Anatolian Journal of Educational Sciences, 13(1), 544-568.
Şahin, S., Atasoy, B. & Sonyürek, S. (2010). Case study method in teacher education. Gaziantep University Journal of Social Sciences, 9 (2), 253-277.
Şevik, Y., & Yıldırır, H. E. (2024). Pre-Service teachers ‘views about the lessons carried out according to the argumentation method supported by concept cartoons. International Journal of Global Education, 13(1), 16-30.
Talaz, G. (2013). Classroom teachers' implementation of active learning activities in science and technology course, (unpublished master thesis), Dokuz Eylül University, İzmir.
TALIS. (2010). MEB International Survey of Teaching and Learning, Turkey National Report [Online]. (18Haziran2014),http://digm.meb.gov.tr/uaorgutler/OECD/TALIS_tr_Rapor.pdf.
Taşkoyan, S. N. (2008). The effect of inquiry learning strategies on students' inquiry learning skills, academic achievement and attitudes in science and technology teaching, (Unpublished master thesis), Dokuz Eylül University, İzmir.
Telli, A., Yıldırım, H. İ., Şensoy, Ö. & Yalçın, N. (2004). The Effect of Laboratory Method on Student Achievement in Teaching Simple Machines Subject in Primary School 7th Grades. Gazi Journal of Faculty of Education, 24 (3), 291-305.
Türkoğlu, A. İflazoğlu, A. & Karakuş, M. (2007). Homework in primary education. İstanbul: Morpa Publishing.
Tonbul, C. (2001). The effects of cooperative learning on satisfaction, achievement and retention in English language course and students' opinions about cooperative learning practices, (Unpublished master thesis), Dokuz Eylül University, İzmir.
Uluçınar Ş., Doğan, A. & Kaya, O. N. (2008). Classroom teachers' views on science teaching and laboratory practices. Kastamonu Education Journal, 16 (2), 485-494.
Ünsal, Y. & Moğol, S. (2007). Evaluation of students about problem solving method in physics teaching. Dokuz Eylül University Buca Faculty of Education Journal, 21, 80-88.
Yıldırım, A., Şekercioğlu, A. G., & Yıldırır, H. E. (2018). The effect of drama-supported teaching on 8th grade science students' achievements and attitudes towards "chemical bonds". Balıkesir Journal of University Institute of Science and Technology, 20(2), 255-272.
Yıldırım, K. (2011). Teaching practices in science and technology courses at the second level of primary education in Turkey according to international research data, Turkish Journal of Science Education,8(1), 159-174.
Yılmaz, Ö. (2017). Science teachers' preferred teaching strategies, methods and techniques: pre-service science teachers' opinions. Iğdır University Journal of Social Sciences (12), 493-510.
Yurttepe, S. (2007). The effect of project-based learning on student achievement in primary science course, (Unpublished master thesis), Osman Gazi University, Eskişehir.
Yurtyapan, E. & Çirkinoğlu Şekercioğlu, A. G. (2024). Determination of secondary school fifth-grade students' misconceptions about friction force using concept cartoons. Technology, Innovation and Special Education Research Journal, 4(1), 61-82.
Referanslar
Akgün, S. (2001). Science teaching. Giresun: Pegema Publishing.
Akkuş, H. & Kadayıfçı, H. (2007). An evaluation of the in-service training course on laboratory use. Journal of Gazi Faculty of Education, 27 (1), 179-193.
Aksoy, B. (2003). Application of problem-solving method to environmental education. Pamukkale University Journal of Educational Sciencesi, 14 (2), 83-98.
Aktaş, A. (2006). The conformity of learning and teaching experiences in the 4th and 5th grade science program with teaching principles. (Unpublished master thesis), Inonu University, Malatya.
Aktepe, V. & Aktepe, L. (2009). Student views on teaching methods used in science and technology teaching: Kırşehir BİLSEM case. Journal of Gazi University Kırşehir Faculty of Education, 10, 69-80.
Arıcı, A. F. (2010). Strategies, Methods and Techniques Used in Turkish Language Teaching, Available at: http://edergi.atauni.edu.tr/ataunisosbil/article/download/1020000322/1020000317 (accessed 08.04.2024).
Arnavut, İ. & Çirkinoğlu Şekercioğlu, A. G. (2023, June 20-23). Educational digital game design and application on 7th grade light absorption and colour formation subject. [Oral presentation] 3rd International Conference on Educational Technology and Online Learning, Balıkesir, Türkiye.
Atasoy, Ş., Tekbıyık, A., Çalık, M. & Yılmaz Tüzün, Ö. (2022). Development of argumentation-based concept cartoons in socio-scientific subjects: the case of science and art centres. Education and Science. 47(211), 323-367.
Atasoy, Ş., Ergin, S. & Şen, A. İ. (2014). The effects of peer instruction method on attitudes of 9th grade students towards physics course, Eurasian Journal of Physics and Chemical Education. 6(1), 88-98.
Aycan, D. (2008). The importance of travelling-observation method in biology teaching and its place among other teaching methods. (Unpublished master thesis), Gazi University, Ankara.
Aydede, M. N., Çağlayan, Ç., Matyar, F. & Gülnaz, O. (2006). Evaluation of science and technology teachers' views on the teaching methods and techniques they use. Çukurova University Journal of Faculty of Education, 2, 32, 24-33.
Ayvacı, H. Ş. & Bülbül, S. (2022). Investigation of the effect of computer-based activities on modelling skills of secondary school students. Abant Izzet Baysal University Journal of Faculty of Education, 22(1), 226-262.
Binler, A. İ. (2007). Science teachers' tendency to use teaching method techniques. (Unpublished master thesis), Kafkas University, Kars.
Bolat, A. & Karamustafaoğlu, S. (2021). Teaching Mass and Weight Concepts: Prediction-Observation-Explanation. Journal of National Education, 50(230), 663-687.
Büyükkaragöz, S. S. & Çivi, C. (1998). General teaching methods, 8th Edition, Öz Eğitim Printing and Publishing Distribution, Konya, p. 78.
Büyükkaragöz, S. S. & Çivi, C. (1999). General teaching methods, planning and application in teaching, 10th Edition, Beta Printing and Publishing Distribution, İstanbul, p. 70.
Çağlı, A., & Sıvacı, S. Y. (2020). Investigation of postgraduate theses on quantum learning in Turkey. Turkish Journal of Academic Publications, 4(1), 31-54.
Çepni, S. (2005). Science and technology teaching from theory to practice, 4th Edition, Ankara: Pegem A Publishing.
Çepni, S. & Çil, E. (2010). Science and technology programme primary education 1st and 2nd level teacher's handbook. Ankara: Pegem Publishing.
Çıbık, A. (2006). The effect of project-based learning approach on students' logical thinking skills and attitudes in science course. (Unpublished master thesis), Çukurova University, Adana.
Çınar, D. (2007). The effect of problem-based learning approach on higher-order thinking skills and academic risk-taking level in elementary science education. (Unpublished master thesis), Selçuk University, Konya.
Çilenti, K. (1985). Science education technology, Kadıoğlu Printing Press, 231, Ankara.
Çirkinoğlu Şekercioğlu, A. G. & Yılmaz Akkuş, G. (2019). The effect of drama method on 7th grade students' achievement in solar system and beyond: space riddle unit. Abant İzzet Baysal University Journal of Faculty of Education, 19(1), 125-145.
Çirkinoğlu Şekercioğlu, A. G. & Demirci, N. (2009). The effect of peer teaching method on university students' achievement and attitudes towards electrostatics. e-Journal of New World Sciences Academy-Education Sciences, 4(1), 240-256.
Deligöz, T., & Han Tosunoğlu, Ç. (2023). Middle and high school science teachers' conceptions of STEM education. Journal of Science Teaching, 11(2), 489-507.
Demirel, Ö. (1998). Programme development in education, 6th Edition, Ankara: Pegem A Publishing, s. 151.
Demirel, Ö. (2008). Programme development in education. Ankara: Pegema Publishing.
Dinç Bilgin, S., & Zorlu, Y. (2023). The effect of 2d and 3d technology-supported modelling-based teaching on students' academic achievement and 21st century skills in "pure matter and mixtures" unit. Erzincan University Journal of Faculty of Education, 25(4), 601-616.
Doğan, K. (2008). The effect of project-based learning on the success of teaching concepts about cell. (Unpublished Master Thesis), Afyon Kocatepe University, Afyonkarahisar.
Doğanay, A. (2007), Teaching principles and methods, Pegema Publishing, Ankara.
Doğru, M. & Aydoğdu, M. (2003). Students' opinions about the problems encountered in the methods used in science teaching. Pamukkale University Journal of Faculty of Education, 13, 15-29.
Ertuğ, A. (2007). The effect of traditional and travelling-observation teaching on the learning of the subject of biosphere life units in the biosphere taught in high school 2nd grade biology course. (Unpublished master thesis), Selçuk University, Konya.
Filiz, S.B. (2002). The effect of teaching on question-answer method on teachers' question asking level and techniques. (Unpublished Master Thesis), Gazi University, Ankara.
Göğebakan, Y. (2009). Comparison of demonstration method and travel-observation method in art history teaching in terms of retention of knowledge. Journal of Gazi Faculty of Education, 28 (2), 197–220.
İmer, N. (2008). The effect of project-based learning approach on students' academic achievement and attitude in primary science and technology teaching. (Unpublished master thesis), Gazi University, Ankara.
Kalaycı, Ş. (2009). SPSS Applied Multivariate Statistical Techniques. Ankara: Asil Publisher.
Kaptan, F. (1999). Science Teaching, İstanbul: M.E.B. Publications.
Karacaoğlu, Ö. C. & Acar, E. (2010). Problems faced by teachers in the implementation of the renewed programmes. Yüzüncü Yıl University Journal of Faculty of Education, 7 (1), 45-58.
Karamustafaoğlu, O. (2006). Science and technology teachers' level of using teaching materials: The case of Amasya province. AÜ. Journal of Bayburt Faculty of Education, 1(1), 90-101.
Karamustafaoğlu, S. & Ertuğrul, A. (2022). The effectiveness of prediction-observation-explanation method in teaching the Earth's movements. Social Sciences Studies Journal. 6(61), 1744-1757.
Karasar, N. (2006). Scientific Research Method. Ankara: Nobel Publication Distribution.
Keser, K. İ. (2008). The effect of project-based learning approach on achievement, attitude and permanent learning in science course. (Unpublished master thesis), Eskisehir Osmangazi University, Eskişehir.
Kutlu, O. & Aldağ, H., (2005), Instructional technology and material development, Lisans Publishing, İstanbul, s. 53-72.
MoNE, (2005). Primary Science and Technology Curriculum and Guidelines. Ankara: MoNE Publishing House.
MoNE, (2006). General Qualifications for Teaching Profession. Ankara: General Directorate of Teacher Training and Education.
MoNE, Board of Education and Discipline (2006). Primary Science and Technology Curriculum, Ankara: MoNE Publishing House.
MoNE (2018). Science Curriculum for Primary Education Institutions (Elementary and Middle Schools) (Grades 3, 4, 5, 6, 7, and 8). Ankara: MoNE Publishing House.
OECD, (2009). Creating effective teaching and learning environments: first results from TALIS. Paris: OECD Publication.
Oktaylar, H. C. (2008). KPSS Educational Sciences for Teacher Candidates. Ankara: Yargı Publisher.
Okur, M., & Koca Akkuş, B. (2021). The effect of game-based learning in science education on students' attitude towards science course: a meta-analysis study. Journal of Computer and Education Research, 9(17), 327-352.
Önder, K. (2007). The effect of laboratory method on student achievement in teaching 6th grade science and technology lesson "reproduction, growth and development in living things" unit. (Unpublished master thesis), Selçuk University, Konya.
Önen, F., Saka, M., Erdem, A., Uzala, G. & Gürdal, A. (2008). Determination of the change in the knowledge of science teachers participating in HIE Seminar about teaching techniques: Tekirdağ case. Ahi Evran University Journal of Kırşehir Faculty of Education (KEFAD), 9 (1), 45–57.
Özay, E. (2003). The effect of travelling-observation method on student achievement in secondary geography education and teaching and its comparison with other teaching methods, (Unpublished master thesis), Marmara University, İstanbul.
Özkan, İ. (2009). The effect of travelling-observation and investigation method on student achievement in 6th grade resources of our country unit, (Unpublished master thesis), Abant İzzet Baysal University, Bolu.
Öztürk, A. (2008). The effect of project-based learning method on the achievement level of 7th grade primary school students in teaching "journey to the internal structure of matter" unit, (Unpublished master thesis), Selçuk University, Konya.
Saban, A. (2000). Learning and teaching process. Ankara: Nobel Publications.
Saraç, E. (2015). Investigation of science and technology teachers' tendency to use some teaching methods and techniques, (Unpublished master thesis), Balıkesir University, Balıkesir.
Sönmez, V. (2007). Teaching principles and methods. Ankara: Anı Publishing.
Sungur Gül, K., Saylan Kırmızıgül, A., & Ates, H. (2022). A literature review on STEM education in primary and secondary education: The case of Turkey. Western Anatolian Journal of Educational Sciences, 13(1), 544-568.
Şahin, S., Atasoy, B. & Sonyürek, S. (2010). Case study method in teacher education. Gaziantep University Journal of Social Sciences, 9 (2), 253-277.
Şevik, Y., & Yıldırır, H. E. (2024). Pre-Service teachers ‘views about the lessons carried out according to the argumentation method supported by concept cartoons. International Journal of Global Education, 13(1), 16-30.
Talaz, G. (2013). Classroom teachers' implementation of active learning activities in science and technology course, (unpublished master thesis), Dokuz Eylül University, İzmir.
TALIS. (2010). MEB International Survey of Teaching and Learning, Turkey National Report [Online]. (18Haziran2014),http://digm.meb.gov.tr/uaorgutler/OECD/TALIS_tr_Rapor.pdf.
Taşkoyan, S. N. (2008). The effect of inquiry learning strategies on students' inquiry learning skills, academic achievement and attitudes in science and technology teaching, (Unpublished master thesis), Dokuz Eylül University, İzmir.
Telli, A., Yıldırım, H. İ., Şensoy, Ö. & Yalçın, N. (2004). The Effect of Laboratory Method on Student Achievement in Teaching Simple Machines Subject in Primary School 7th Grades. Gazi Journal of Faculty of Education, 24 (3), 291-305.
Türkoğlu, A. İflazoğlu, A. & Karakuş, M. (2007). Homework in primary education. İstanbul: Morpa Publishing.
Tonbul, C. (2001). The effects of cooperative learning on satisfaction, achievement and retention in English language course and students' opinions about cooperative learning practices, (Unpublished master thesis), Dokuz Eylül University, İzmir.
Uluçınar Ş., Doğan, A. & Kaya, O. N. (2008). Classroom teachers' views on science teaching and laboratory practices. Kastamonu Education Journal, 16 (2), 485-494.
Ünsal, Y. & Moğol, S. (2007). Evaluation of students about problem solving method in physics teaching. Dokuz Eylül University Buca Faculty of Education Journal, 21, 80-88.
Yıldırım, A., Şekercioğlu, A. G., & Yıldırır, H. E. (2018). The effect of drama-supported teaching on 8th grade science students' achievements and attitudes towards "chemical bonds". Balıkesir Journal of University Institute of Science and Technology, 20(2), 255-272.
Yıldırım, K. (2011). Teaching practices in science and technology courses at the second level of primary education in Turkey according to international research data, Turkish Journal of Science Education,8(1), 159-174.
Yılmaz, Ö. (2017). Science teachers' preferred teaching strategies, methods and techniques: pre-service science teachers' opinions. Iğdır University Journal of Social Sciences (12), 493-510.
Yurttepe, S. (2007). The effect of project-based learning on student achievement in primary science course, (Unpublished master thesis), Osman Gazi University, Eskişehir.
Yurtyapan, E. & Çirkinoğlu Şekercioğlu, A. G. (2024). Determination of secondary school fifth-grade students' misconceptions about friction force using concept cartoons. Technology, Innovation and Special Education Research Journal, 4(1), 61-82.
