Abstract:

In this study, the effect of model based teaching of “sound” unit on students' metacognitive awareness, attitudes toward science and technology course and conceptual understanding was examined. The research was conducted with experimental and control groups and lasted for 3,5 weeks. The experimental group received model based courses whereas the control group received regular science education both based existing curriculum. Data were collected by using Metacognition Scale, Attitudes toward Science and Technology Course Scale and Conceptual Understanding Questions. Additionally, Open-ended Questions for Metacognition was implemented to experimental group as pre and post test. According to results, no significant differences were observed between both groups' metacognitive awareness and attitudes toward science and technology course. However, the experimental group’s conceptual understanding was significantly improved.

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