Özet:

The aim of this study is to determine the effect of laboratory-supported instruction on academic achievement and attitudes in the elementary school science class of simple electrical circuits unit. Pretest-posttest control group quasi-experimental design was used ın the study. The study group consists of a total of 35 students in a public school in the Kastamonu province in the spring term of 2017-2018 academic year. As a data collection tool, academic achievement test and attitude scale were used. In the analysis of the data, independent t-test analysis was applied on SPSS statistical program. According to the findings, there was no significant difference between the experimental and control groups in terms of both academic achievement test and attitude scale pre-test scores. However, when the achievement test and attitude scale post-test scores were compared, it was determined that there was a significant difference between the experimental and control groups in favor of the experimental group. Based on these findings, it can be said that laboratory-assisted instruction in primary school fourth grade science course simple electrical circuits unit has a positive effect on attitude towards academic achievement and science course.

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