Abstract:

The purpose of the research is to identify the effects of the teaching on the self-capacity perception of the course of Science with the 4MAT Teaching Model and Integrated Brain Model and to compare these effects with the effects of the teaching based on research and survey. It is also studied that the effects of teaching on self-capacity perception differ according to learning styles. The study was conducted in the static group pre-test-final test experimental draft, with the participation of 68 6th class students. In the Science Course, the 4MAT Teaching Model in one group, the Integral Brain Model in the other, the research-interrogation teaching approach in the control group has been applied. As data collection tools, the Science Course is applied to the Self-Capacity Perception Scale and Colb Learning Style Inventory III. As a result, the 4MAT Teaching Model has a negative impact on the perception of self-capacity, and the other teachings have no influence and the influence of the teachings on the perception of self-capacity is not differentiated. The 4MAT Teaching Model has concluded that it eliminates the differences arising from learning styles in students’ self-capacity perceptions and that the effects of other teachings on self-capacity perceptions are independent of learning styles.

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