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

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dc.authoridDurmaz, Husnuye/0000-0002-0553-3223
dc.authorwosidDurmaz, Hüsnüye/AAN-4795-2021
dc.authorwosidDurmaz, Hüsnüye/X-6264-2019
dc.contributor.authorDurmaz, Husniye
dc.contributor.authorMutlu, Seckin
dc.date.accessioned2024-06-12T10:50:21Z
dc.date.available2024-06-12T10:50:21Z
dc.date.issued2014
dc.departmentTrakya Üniversitesien_US
dc.description.abstractThe 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.en_US
dc.description.sponsorshipTrakya University, Scientific Research Projects Unit [2010/100]en_US
dc.description.sponsorshipThe study is part of a larger project that was funded by Trakya University, Scientific Research Projects Unit grant (2010/100). The data, statements, and views in this article are solely the responsibilities of the authors and do not necessarily reflect the views of Trakya University, Scientific Research Projects Unit.en_US
dc.identifier.doi10.14812/cufej.2014.018
dc.identifier.endpage168en_US
dc.identifier.issn1302-9967
dc.identifier.issue2en_US
dc.identifier.startpage155en_US
dc.identifier.urihttps://doi.org/10.14812/cufej.2014.018
dc.identifier.urihttps://hdl.handle.net/20.500.14551/17976
dc.identifier.volume43en_US
dc.identifier.wosWOS:000422241100009en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherCukurova Univen_US
dc.relation.ispartofCukurova University Faculty Of Education Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAchievementen_US
dc.subjectElementary Studenten_US
dc.subjectScience Process Skillsen_US
dc.titleThe Effects of an Instructional Intervention on 7th Grade Students' Science Process Skills and Science Achievementen_US
dc.typeArticleen_US

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