Abstract:

We investigated the 5th grade students’ opinions about Feskok pedagogy that is based on socioscientific issues-oriented science education in the present study. We performed one of the Feskok teaching modules to the students in a 5th grade classroom at a middle schoool selected using convenience sampling procedures in Bursa. After this intervention, we conducted semi-structured interviews and asked nine students (three from low-achieving, three from moderate, three from high-achieving groups) that were purposefully selected to evaluate Feskok pedagogy. The results showed that students possessed positive beliefs about Feskok pedagogy. In addition, they used the values stemming from traditional learning practices in their evaluations and therefore suggested multiple choice questions to develop the modules. We concluded that Feskok activities needed to include colourful and digital materials though there were various suggestions from different achievement groups looking in detail.

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