Abstract:

In this research, it is aimed to examine the effect of teaching photosynthesis and cellular respiration technology-supported predi ction –obse rvati on–ex plana tion technique through distance education on eighth-grade secondary school students’ academic achievement and scientific process skills. In the research, a pretest–posttest quasi-experimental design with control group was used. The participants of the research consist of 40 eighth-grade students studying in a secondary school in İstanbul. Experimental and control groups were determined by random assignment. The teaching of the subjects was carried out with technology-supported prediction-observation-explanation activities developed by the researchers in the experimental group. In the control group, the teaching of the subjects was carried out with the activities in the eighth-grade science coursebook. In the research, “Photosynthesis and Respiration Achievement Test” and “Scientific Process Skills Scale” were used as data collection tools before and after the learning process. The data obtained in the research were evaluated with the SPSS package program. According to the results, a significant difference was found in favor of the experimental group in terms of academic achievement and scientific process skills.

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