Abstract:

Scientific attitudes and skills, which are one of the main objectives of the Science Course, ensure that students develop a positive attitude towards science while supporting individuals to have the desire to work in the field of science in the future years of their lives. This study aims to study the impact of teaching practices based on scientific questioning on the attitudes of primary school fourth grade students towards science. The study used a "pre-test-final test control group semi-experimental pattern". The study group was formed by 100 students who studied in two primary schools in the province of Giresun. The study was conducted in the 2019-2020 academic year. Students in the experimental group are prepared on the basis of the teaching method phases based on the questioning of the "Material and Nature" unit in the fourth class Science Teaching Program; Students in the control group are applied on the activities prepared according to the traditional method in the curricula and in the course of the Science Teaching Program. As a data collection tool, the "Fen Science Attitude Scale" was applied as a preliminary and final test. Data analysis used Kolmogorov Smirnov, Mann Whitney U and Wilcoxon Signed sequence test. According to the findings obtained, there is no meaningful difference between the attitudes of the students in the pre-application experiment and the control group towards science, while there is no meaningful difference in the benefit of the students in the experiment group at the end of the application. According to this, the conclusion is that question-based teaching practices are effective in the development of a positive attitude to the sciences of primary school fourth grade students. At the end of the study, appropriate recommendations were made to educators and researchers.

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