Abstract:

The aim of this study is to investigate the impact of the Approach to Writing Science Learning (YYBÖ) on the academic achievements of students, their attitudes towards the course of science, the durability of knowledge and their achievements in solving conceptual questions. The semi-experimental study used the pre-final test, the durability test and the Science and Technology Attitude Scale. The study was carried out in the 2010-2011 educational year with 2 different 6th class students studying in a primary school related to National Education in the Fındıklı district. One of the bus classes was randomly chosen as an application and the other as a control group. While the control group students are working classes based on a traditional approach,application group students are interested in research-enquête-based activities throughout the unit and have used the YYBÖ for each activity. The study consisted of 16 already selectively asked questions and 6 conceptual questions, the substance was applied as a test of structural success, pre-final test and lasting test after 7 months. TestinCronbach’s reliability ratio was 0.78. In the latest test results, a significant difference was revealed in the average of the points they obtained from both groups, the substance's structural success test, the science technology attitude, the concept questions and the durability test for the application group.

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