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Journals / Anadolu Öğretmen Dergisi / 2026 / Cilt: 9 Sayı: 1

THE EFFECT OF CONCEPT TEACHING TECHNIQUES ON MIDDLE SCHOOL STUDENTS' CRITICAL THINKING SKILLS IN SCIENCE COURSE

KAVRAM ÖĞRETİMİ TEKNİKLERİNİN ORTAOKUL ÖĞRENCİLERİNİN ELEŞTİREL DÜŞÜNME BECERİLERİNE ETKİSİ

Dilek Serinci(GRADUATE SCHOOL OF EDUCATION)0009-0001-8092-0717
Hanife Gamze Hastürk(Tokat Gaziosmanpaşa Üniversitesi)0000-0002-8495-560X
Pages
36–58
Publication Date
2025-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In light of the findings of the study, the importance of the use of concept teaching techniques in science education was revealed, and various suggestions were made to researchers and practitioners.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to examine the effect of concept teaching techniques on middle school students' critical thinking skills in science in the 7th grade “Pure Matter and Mixtures” unit of science course.
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Key Findings & Data:The study participants consisted of 42 7th grade students in a city center in the Central Black Sea Region.
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Conclusion & Impact:In light of the findings of the study, the importance of the use of concept teaching techniques in science education was revealed, and various suggestions were made to researchers and practitioners.
🔬Design:Araştırma Makalesi
📍Scope:2022-2023 Verileri
⚙️Variables:Eleştirel Düşünme Becerisi · Kavram Karikatürü · Kavram Haritası

Abstract

This study aimed to examine the effect of concept teaching techniques on middle school students' critical thinking skills in science in the 7th grade “Pure Matter and Mixtures” unit of science course. The study participants consisted of 42 7th grade students in a city center in the Central Black Sea Region. The study was conducted using a randomized control group pretest-posttest design. The study, which was conducted in the fall semester of the 2022-2023 academic year, was completed in a period of 8 weeks and 30 class hours. The research data were collected through the “Science Course Critical Thinking Skills Scale” and “Personal Information Form”. In the experimental group, science was taught using concept teaching techniques, while in the control group, science was taught in accordance with the science curriculum. Statistical analysis of the data was performed with IBM SPSS 25 software. Parametric independent groups t test and dependent groups t test were used in data analysis. The results reveal that there is a statistically significant difference between the pretest and posttest scores of the students in the experimental group on the Critical Thinking Skills Scale after the experimental intervention. However, it was determined that students' critical thinking skills did not differ according to gender. In light of the findings of the study, the importance of the use of concept teaching techniques in science education was revealed, and various suggestions were made to researchers and practitioners.

Özet

Bu araştırma, fen bilimleri dersi 7. sınıf “Saf Madde ve Karışımlar” ünitesinde ortaokul öğrencilerinin fen bilimleri eleştirel düşünme becerileri üzerinde kavram öğretim tekniklerinin etkisini incelemeyi hedeflemiştir. Çalışmanın katılımcıları, Orta Karadeniz Bölgesi'ndeki bir il merkezinde 7. sınıfa devam eden 42 öğrenciden oluşmaktadır. Araştırma, kontrol gruplu ön test-son test desen kullanılarak gerçekleştirilmiştir. 2022-2023 eğitim-öğretim yılının I. döneminde yürütülen çalışma, 8 hafta ve 30 ders saatini kapsayan bir zaman diliminde tamamlanmıştır. Araştırma verileri, “Fen Bilimleri Dersi Eleştirel Düşünme Becerileri Ölçeği” ve “Kişisel Bilgi Formu” aracılığıyla toplanmıştır. Fen bilimleri dersi deney grubunda kavram öğretim teknikleri kullanılarak, kontrol grubunda fen bilimleri öğretim programına uygun olarak işlenmiştir. Verilerin istatistiksel analizi SPSS 25 istatistik paket programı ile ile yapılmıştır. Verilerin analizlerde parametrik bağımsız gruplar t testi ve bağımlı gruplar t testi kullanılmıştır. Sonuçlar, deney grubundaki öğrencilerin deneysel müdahale sonrası Fen Bilimleri Dersi Eleştirel Düşünme Becerileri Ölçeği öntest ve sontest puanları arasında istatistiksel olarak anlamlı bir fark olduğunu ortaya koymaktadır. Bununla birlikte, öğrencilerin eleştirel düşünme becerilerinin cinsiyet değişkenine göre farklılık göstermediği belirlenmiştir. Çalışma bulguları ışığında kavram öğretim tekniklerinin fen bilimleri eğitiminde kullanımının önemini ortaya çıkarılmış ve bu konuda araştırmacı ve uygulayıcılara çeşitli önerilerde bulunulmuştur.

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Cite This Article

Serinci, D., Hastürk, H. G. (2025). THE EFFECT OF CONCEPT TEACHING TECHNIQUES ON MIDDLE SCHOOL STUDENTS' CRITICAL THINKING SKILLS IN SCIENCE COURSE. Anadolu Öğretmen Dergisi, Cilt: 9 Sayı: 1, 36–58. https://doi.org/10.35346/aod.1645970

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