Abstract:

The objective of this study is to determine the impact of science teaching based on the guided research-question approach on the levels of academic success and conceptual understanding of high school students of 8th grade. The study sample is made up of a total of 48 students, including 22 in the experiment and 26 in the control group, studying in the Mezre high school located in the Elazığ province in the educational and educational year 2020-2021. The study used the Electrical Energy Unit Success Test and the Electrical Energy Unit Conceptual Understanding Test as data collection tools. The study used a semi-experimental pattern with the last test control group. The analysis of the data in the study was carried out with the SPSS 21.0 statistical program. The normal distribution of data is controlled in terms of fragility-pressure values. The data obtained in the study were analyzed using the Wilcoxon Manufacturing Session Test and Mann Whitney U-Test.In view of the analysis findings, high school 8th grade students in the experiment and control groups found a statistically meaningful difference between the success test and the conceptual understanding test of the final test points in favor of the experiment group This findings show that the 8th grade students in the experiment group in accordance with the guided research-question approach of the electrical energy unit have increased their academic success and conceptual understanding levels in a positive direction and an effective approach.

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