Abstract:

In this study, researchers prepared a scientific teaching program based on the application of the discovery, experimentation, observations, and applied to 10-12 years old children where scientific curiosity is intense, the impact of this program on the scientific process skills was studied in an effective and durable way. The Science Teaching Program prepared within the framework of the research is a new and different program aimed at teaching and spreading of mind and intelligence games and supported by the Science Foundation Project that offers fun alternative games, the degree of effectiveness of the applications has been assessed. For the control of the current situation, a pre-test-sontest control group test model has been used from actual testing models to be controlled. Both groups, which are divided into experimental and control groups, have also made measurements before and after the experiment. Different data tools have been used for students, teachers and parents to evaluate children’s scientific process skills. To evaluate the progress of the test and control groups within themselves, the depending t test was used to evaluate the differences between the pre-test and estest. In the assessments of parents in the experimental group, before and after participating in their child’s discovery and questioning educational program, the pre-test-sontest score average has been significantly increased (t=34,26; p<0,05). The teachers in the experiment group also pointed out that there were positive changes in discovery and questioning in children (t=26,34; p<0,05).

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