Abstract:

The purpose of this research is the Science Course 4. The class "Microscopic Animals and Our Environment" unit is to study the impact of robotic-backed applications on academic success and scientific process skills variables. The research has been used in the predest-sontest control group pattern from semi-experimental methods. The research sample consists of a total of 87 students at the fourth-class level of a state school located in a district center in the West Black Sea region. The study was implemented in the 2016-2017 educational year, for a six-week period, and 44 of the students were chosen as a trial group of 43 controls. Students in the experimental group are applied robotic-backed activities, while control group students are applied the activities provided by the 2017 Science Course Teaching Program. Both groups used the "Academic Success Test" and the "Scientific Process Skills Test" as the preliminary and final test. The data was analyzed by t-test for dependent and independent groups in the SPSS package program. The findings from the study found that the experimental group in which robotic-backed activities were used increased the academic achievements of students and the scientific process skills. Similarly, the control group of students in which methods are used in accordance with the curriculum of the Science Course (class 4) has also observed an increase in their academic achievements and scientific process skills. When academic success and scientific process skill access points were studied, the experiment group was determined to be more successful than the control group, but the difference between them was not statistically meaningful.

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