Murat DEMİRBAŞ, Rahmi YAĞBASAN

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Turkish Primary Education Students’ Evaluation Of The Instructional Activities Based On Social Learning Theory: Analysis Of An Experimental Study

Turkish Primary Education Students’ Evaluation Of The Instructional Activities Based On Social Learning Theory: Analysis Of An Experimental Study

This paper reveals the results of instructional activities based on social learning theory to examine the impact on primary education students’ scientist views and scientific method knowledge. The study was conducted with three different 7th grade treatment and control groups from primary schools with similar socio-economic statuses. In the treatment group, activities based on social learning theory were used, whereas in the control group the instructional activities taking place in the existing science curriculum were used. In the study by the researcher, is considered another dimension of experimental research is carried out in 2004 (Demirbaş ve Yağbasan, 2006). The scientist and scientific method views of the students at the end of the process were determined using semi-structured questions prepared by the researchers. The data of the study were interpreted using qualitative research techniques. At the end of the study, the instructional activities used in the treatment group were found to help students develop positive attitudes towards scientists, and also to contribute to understanding the basic philosophy of scientific work. Based on the results of this study, appropriate activities for instructional settings were recommended.
Keywords:

Social Learning Theory, Modeling, Science and Technology Instruction Scientist View, Scientific Method.,

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International Journal of Social Inquiry-Cover
  • ISSN: 1307-8364
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2008
  • Yayıncı: BURSA ULUDAĞ ÜNİVERSİTESİ > SOSYAL BİLİMLER ENSTİTÜSÜ
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