Abstract:

The purpose of this research is to determine the impact of the teaching of the subject of the digestive system in the system unit of the science course in our body with classroom activities supported by the story on the academic success, attitude and durability of the 7th grade students. In the study, a experimental research scheme with the pre-/son-test control group was used. The examples of the study were made by two students of 7th grade who were in a secondary school in the Pain Center. A randomly selected class is the experimental group in which the story-backed activities are implemented and another class is selected as the control group in which the current teaching system is processed. As a data collection tool, the success test to the digestive system and the biological attitude scale have been used. In the analysis of the data, the T-Test was used for independent groups. According to the analysis, there was a significant difference in the digestive system between the last test points of both groups in favor of the experimental group. If both groups in the digestive system look at the durability test results by average, it appears that the test group has more average in the durability test. When looking at the behavior results against the biology course, there was a significant difference in the benefit of the experiment group. Considering the changes in both groups, the story-backed classroom activities can come to the conclusion that they have contributed positively to improving the success of students in biology subjects, ensuring sustainability and changing attitudes.

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