Özet:

This study aims to investigate the effects of employing a life-based learning (LBL) approach in teaching the sixth-grade unit on the systems in the human body on students’ achievements in science and the retention of knowledge. The study group comprises a total of seventy-nine sixth-grade students attending a middle school in the central district of Erzincan province. Data for the study, conducted with a pre-test-post-test control group quasi-experimental design, were collected using the Support and Movement System Achievement Test (SMSAT), Circulatory System Achievement Test (CSAT), Respiratory System Achievement Test (RSAT), Digestive System Achievement Test (DSAT), and Excretory System Achievement Test (ESAT), developed by the researcher. The obtained data were analyzed using the SPSS 25 program. Dependent-independent group t-tests and ANCOVA were utilized as statistical methods in the research. Throughout ten weeks of the research process, an intervention was carried out. The subject matter of the research was structured by the constructivist approach for the control group as outlined in the curriculum. Most lessons were conducted in the classroom, supplemented with some smartboard applications during certain sessions. The experimental group received education supported by the life-based learning approach. Activities developed for the experimental group within the scope of the research were implemented in adherence to the lesson plans. This study concluded that there was a significant difference in favor of the experimental group concerning achievements between the experimental group where the LBL method was used and the control group and that it facilitated the retention of knowledge.

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