Abstract:

In this study, the results of educational activities based on social learning theory in improving scientific attitudes among primary school students were investigated. An experimental and control group design was used with students who attended 7th grade classes at three different schools. By determining two control groups, the teacher effect was minimized. In the experimental group, social learning theory based activities were carried out; however, in the first and second control groups, activities in the curriculum of science lessons were given. The data were gathered by administering the scientific attitude inventory, academic success test, and socio-economic level inventory as pre-and-post tests along with a permanency test. The results showed that educational activities based on social learning theory were more effective in improving students' scientific attitudes. Moreover, academic success was an important variable in the process of evaluating scientfic attitudes; but gender and socio-economical levels were not.

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