Abstract:

The objective of this study is to study the academic achievement points of the mol concept of teaching and chemical calculations units, the impact of the teaching on the scientific process skills, the student's dominant learning styles and the differentiation in their own learning skills. The study, designed as a semi-experimental model of the pre-test-final test control group of Nicel research methods, was carried out for a period of 10 weeks with 10th class students (n=90) as two experiments and a control group in the best period of the 2019-2020 academic year. As a data collection tool in the study, the academic success test, the scientific process skills test, the scale of learning styles and the scale of self-learning skills were used. Research findings have found that the teaching model, which is applied to two experimental groups, differentiated by structural approaches, does not differentiate in terms of scientific process skills, but differentiates in terms of self-learning skills and the prepared academic success test of two units. In addition, the effectiveness of the reverse class model in increasing academic success in participating and independent learning styles has come to the forefront.

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