Asia-Pacific Forum on Science Learning and Teaching,Volume 12, Issue 2, Article 11 (Dec., 2011)
Öznur KILIÇ and Ünsal UMDU TOPSAKAL
The effectiveness of using student and teacher centered analogies on the development of the students’ cognitive and affective skills

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The effectiveness of using student and teacher centered analogies on the development of the students’ cognitive and affective skills1

 

Öznur KILIÇ2 and Ünsal UMDU TOPSAKAL3

2Sakarya University, Institute of Science, 54187 Adapazari, Sakarya, TURKEY

E-mail: znurkl54@gmail.com

3Yildiz Technical University, Education Faculty, Department of Primary Science Education, Istanbul, TURKEY

3Correspondence author E-mail: topsakal@yildiz.edu.tr

 

Received 24 Nov., 2010
Revised 30 Sept., 2011


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Abstract

The aim of this study was to investigate the effects of teacher-centered and student-centered analogies on student academic achievement, conceptual understanding and attitude, concerning the topic of the circulatory system in a science and technology lesson. A quasi-experimental design was used. The sample consists of 49 sixth grade students in Turkey. The result is that both groups of students showed a significant difference comparing pre-test and post-test results in terms of academic achievement, conceptual understanding and attitude toward science course.

Keywords: Science Education, Analogy Technique, Circulatory System

 

 

1This research is a part of first authorís Master Thesis and funded by ď The Scientific and Technological Research Council of Turkey (TUBITAK)


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