Abstract:

Special research; Science courses are conducted with the aim of determining the impact of the script-based learning method on the academic achievements and durability of high school sixth grade students. Research is an experimental study with a pre-test-final test control group. The study group consists of 99 students studying in an official high school in the 2014-2015 academic year of İzmir or Bornova district. Through the four classes of understanding, attitude and success that they read between the sixth classes, the trial (50) and control (N=49) groups were randomly determined. The material's Tanecikli Structure Unit was processed for 6 weeks in the experimental group, the script-based learning-based teaching activities and the control group based on traditional teaching. At the beginning of the study, the student was developed by Kahramanoğlu (2000) to understand the reading test, the experimental process was implemented by the academic success test developed by the researcher before and after. The Science course has been determined that there is a significant difference in the benefit of the experimental group between the pre-test-final test academic success points. These findings show that the scenario-based learning method of the Science Course "Madden's Dancing Structure" has improved the course success in a positive direction. Scenario Based Learning Method is used by the experimental group of students of the Science Course "Madden's Structural Structure" course achievements have increased compared to the control group students. Furthermore, in this study, the research group, in which the script-based learning method is applied, looked at sustainability in terms of academic success and attitude, and found that sustainability in terms of both attitude and academic success is in favour of the experiment group. In this context, the conclusion was achieved is that script-based learning provides sustainability on the course success and attitude in science.

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