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Journals / Çukurova Üniversitesi Eğitim Fakültesi Dergisi / 2014 / Cilt: 43 - Sayı: 2

The Effects of an Instructional Intervention on 7th Grade Students’ Science Process Skills and Science Achievement

Hüsnüye DURMAZ
Seçkin MUTLU
Pages
155–168
Publication Date
2014-09-02
DOI
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AI Summary & Key Takeaways

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

The results also indicated that there is a significant correlation between the students’ SPSs and achievements in science.

📌 3 Key Takeaways

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Objective & Hypothesis:Öz The aim of this study is to investigate the effects of the instructional intervention on science process skills (SPSs) and science achievement of the 7th grade elementary students in Turkey.
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Key Findings & Data:While an instructional intervention was performed in order to integrate the learning of science process for the experimental group, the control group received a regular teaching approach over the existing curriculum.
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Conclusion & Impact:The results also indicated that there is a significant correlation between the students’ SPSs and achievements in science.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Anahtar Kelimeler Achievement · Elementary student · Science process skills

Özet

Öz The aim of this study is to investigate the effects of the instructional intervention on science process skills (SPSs) and science achievement of the 7th grade elementary students in Turkey. Non-equivalent control group quasi-experimental design was employed for research design. While an instructional intervention was performed in order to integrate the learning of science process for the experimental group, the control group received a regular teaching approach over the existing curriculum. The students were administered the Test of Scientific Process Assessment (TSPA) and achievement test as pre- and post-test. Although the difference between the experimental and control group related to the post-test scores of both the test of TSPA and the achievement test was not significant, it can be possible suggest that the experimental group improved their SPSs and achievements more than the control group via the instructional intervention. The results also indicated that there is a significant correlation between the students’ SPSs and achievements in science.

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Cite This Article

DURMAZ, H., MUTLU, S. (2014). The Effects of an Instructional Intervention on 7th Grade Students’ Science Process Skills and Science Achievement. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 43 - Sayı: 2, 155–168. https://ajindex.com/articles/6228

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References (7)

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