THE EFFECT OF USING ACTIVITIES IMPROVING SCIENTIFIC LITERACY ON STUDENTS’ ACHIEVEMENT IN SCIENCE AND TECHNOLOGY LESSON
Abstract
The aim of this study is examining the effect of the using scientific literacy development activities on students’ achievement. The study was carried out in a primary school in Buca İzmir for 2010-2011 academic years. System of our body was chosen as a study topic in our search which took 6 weeks. Pre–post test semi experimental control model was used as an experimental pattern. While activities improving scientific literacy were being applied for experiment group; science and technology curriculum was applied for control group. As a result of the study, the experimental group achievement was measured higher than the control group. Consequently it was seen that using scientific literacy development activities in science and technology lessons increases the student achievement.
Keywords: science education, scientific literacy, the unit of “system of our body” student achievement
REFERENCES
Abedel-Khacik, F., & Boujaoude, S., (1997). An explanatory study of the Knowledge Base for Science Teaching. Journal of Research in Science Teaching, 34(7), 673-699.
Anagün, Ş. (2008). İlköğretim beşinci sınıf öğrencilerinde yapılandırmacı öğrenme yoluyla fen okuryazarlığının geliştirilmesi: bir eylem araştırması. Yayımlanmamış Doktora Tezi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü
Hazen, R. M., & Trefil, J. (1991). Science matters. New York: Doubleday.
Karasar, N. (2000). Bilimsel araştırma yöntemi, 10. baskı, Ankara: Nobel Yayın Dağıtım.
Knain, E. (2006) Achieving science literacy through transformation of multimodal textual. Resources Science Education, 90(4), 656–659.
Laugksch, R. C. (1999). Scientific literacy: A conceptual overview. Science Education, 84, 71-94
Nelson, G.D., (1999). Science literacy for all. Educational Leadership 57, 14–17
Lloyd, C, & Mitchell, J. (1989). Coping with too many concepts in science texts. Journal of Reading, 32, 542-549.
Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı (2000). İlköğretim okulu fen bilgisi dersi öğretim programı. Ankara: MEB
Özgüven, İ. E. (1998). Psikolojik testler. Ankara: PDREM Yayınları.
Roe, B. D., Stoodt, B. D., & Burns, PC. (1995). Secondary school reading instruction: The content area (5th ed.). Boston: Houghton Mifflin.
Sönmez, V. (2005). Bilimsel arastırmalarda yapılan yanlıslıklar. Eğitim Arastırmaları Dergisi, 18, 150-170.
Talim Terbiye Kurumu (2005) İlköğretim programları. Ankara: MEB
Tan, Ş. (2005). Öğretimi planlama ve değerlendirme. Ankara: Pegem A Yayıncılık.
Tatar, N. (2006). İlköğretim fen eğitiminde araştırmaya dayalı öğrenme yaklaşımının bilimsel süreç becerilerine, akademik başarıya ve tutuma etkisi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Thelen, J. (1991). Foreword. In CM. Santa & D.E. Alvermann (Eds), Science learning: Processes and applications. Newark, DE: International Reading Association.
Tsabari, A., & Yârden, A. (2005). Text genre as a factor in the formation of scientific literacy. Journal Research in Science Teaching, 42(4), 403-428.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright and permissions
The manuscripts submitted to International Online Journal of Primary Education (IOJPE) for publication should be original studies that were not published before or not submitted to anywhere else for publication.
Authors who submit their manuscript to International Online Journal of Primary Education (IOJPE) should acknowledge that they agree to transfer the copyright of their studies to IOJPE. All Open Access articles are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.
All articles published in International Online Journal of Primary Education (IOJPE) are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY 4.0).
Any further distribution or use of content published under CC BY 4.0 must contain the author(s) and the published article’s title, and journal citation. All articles published in IOJPE under a CC BY License may be used for Text and Data Mining purposes, subject to the conditions of the CC BY License terms. The license allows for commercial use. IOJPE allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator.
The journal’s objective is to disseminate articles published are free. Under the Creative Commons license (CC BY 4.00), the journal allows the user to permits unrestricted use, distribution, and reproduction in any medium, and even use the publication for commercial activities, provided that the original work is properly cited.
Open access is an approach that eases the interdisciplinary communication and encourages cooperation among different disciplines. IOJPE, therefore, contributes to its own field by providing more access to its articles and a more transparent review process.