Abstract:

The aim of the study is to compare the effects of cooperative learning theory, discovery learning strategy and constructivist approach steps on students' academic achievement. Research; It has been conducted as a semi-experimental study with 7th grade students in schools affiliated to the Ministry of National Education in Kahramanmaraş, in accordance with the pre-test-post-test model. Four groups with similar academic achievements have been selected and three experimental and one control group have been assigned from these four groups. Traditional teaching method has been applied to the control group. As the experimental groups, three groups in which cooperative learning theory, discovery learning strategy and constructivist approach steps will be applied have been selected. The study has been applied to each experimental group for a period of 4 weeks. Science Achievement Test has been applied as pre-test and post-test to both groups before and after the applications. The data have been evaluated by independent t test. According to the data obtained, the p significance value between the experimental group using the constructivist approach steps and the control group has been 0.24, the p significance value between the experimental group using the discovery learning strategy and the control group has been 0.002, the p significance value between the experimental group using the cooperative learning theory and the control group It has been found to be 0.001. There is a significant difference between the experimental and control groups whose p significance values are p <0.005. When their academic achievement and p significance values have been compared, it has been seen that the group who applied the cooperative learning theory had the highest success, and suggestions have been made in this direction.

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