Abstract:

The purpose of this study is to develop the 7th grade students’ (attending a secondary school) reflective thinking skills in Science courses via scenario-based learning and to state whether there is a significant difference between their reflective thinking skills and their academic success. The research is a quasi experimental study; in this research experimental figure consisting of pre-test, last-test control group was used. Study group of this research was 60 seventh grade students, 30 of them was the experimental group, the rest was the control group, in 2015-2016 education year at Hürriyet Secondary School in Adıyaman. In the study data collection tool, academic achievement-test and the attitude scale towards science and technology were used. ‘Human-Environment Relations Unit Academic Achievement Test’ and ‘Reflective Thinking Scale’ are used with the purpose of data collecting tools in the study. The data is analyzed with Independent samples t-test, Paired samples t-test, Pearson correlation test, Arithmetic mean and Standard deviation. According to the data obtained from the study it can be stated that students’ reflective thinking skills develope via scenario-based learning, their academic success increases and there is a positive and significant relationship between their reflective thinking skills and academic success. According to the results of the study, mixing the scenario-based learning and different teaching methods and transferring the Science courses units included in curriculum to the students and examining the effectiveness of this can be suggested.

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