THE EFFECT OF THE USAGE OF ACTUAL CONTEXT- BASED TEACHING METHOD TO TEACHING SIMPLE ELECTRIC CIRCUITS ON 4TH GRADE STUDENTS’ ATTITUDES TOWARDS SCIENCE, SUCCESS, AND KNOWLEDGE RETENTION

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This study was based on the effect of actual context-based teaching method which is used for teaching “Simple Electric Devices” for 4th grades on students attitudes towards science, success and the knowledge retention. The research was completed in six weeks in a public school located in the control district of Gaziantep with 51 students studying4th grader in 2016-2017 academic year spring term. According to the obtained results, one of the appropriate tests among Wilcoxon, Dependent groups’ t-test, Independent groups’ t-test, Mann-Whitney U-test was used for the analysis of the data obtained from the study. As a result of this study, the attitude of the experimental group applied the current context-based approach was observed the increase significant between pre-test and post-test points among themselves. Whereas the control group applied traditional context-based teaching method wasn’t observed to increase significantly between pre-test and post-test points among themselves. But, a significant difference in terms of success a persistence of information was observed between experimental and control groups in favor of the experimental group. Based on the findings, it has been identified that the current context-based teaching method used to teach “Simple Electric Devices” for 4th-grade students made a significant difference in terms of attitudes towards science, success, and knowledge retention.

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Primary school , context , based learning , science , success , attitude , retention

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi