Abstract:

The purpose of this study is to teach the students of the 5th grade of the teaching that is prepared in accordance with the Common Information Structure Model. " Human and Environment Relationships “It is to explore the impact of the conceptual changes on the subject. The research sample was made by a girl named Imam Hatip, who studied in the 74.5th class student in Istanbul Üsküdar. In the study, the semi-experimental methods were used in the pre-test-final test control group pattern. The study was implemented in the 2018-2019 educational year and the students were selected as a control group of 24 experiment 1, 25 experiment 2, 25. Undergraduate teaching for OBYM in the experiment group 1, undergraduate teaching for OBYM in the experiment group 2, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM, undergraduate teaching for OBYM. Two-stage pre-test and final test data collection tool in the test and control groups. Human and Environment Relationship Conceptual Comprehension Test has been used. Each question requires two-stage classification, the answers given to the first stage and the percentage of the reasons selected in the second stage are given by making a table. Students were analyzed as the percentage of which alternative concepts they chose most and which alternative concepts were most modified. One-way ANOVA and related (dependent) samples have been used to analyze the data. The T2 test of Tamhane was also used to determine the direction of the meaningful difference between the final test points. While most of the alternative concepts are corrected in experiment 1 and experiment 2 groups, the control group has concluded that alternative concepts are mostly continuing. According to the study, OBYM has been achieved to be more effective in removing alternative concepts than the Science Course Teaching Program. The conclusion has been made that the instruction in accordance with OBYM supported by the out-of-school learning environments has not shown a significant difference according to the instruction in accordance with OBYM in terms of academic achievements. If we take into account the academic achievements of the last test, there is a significant difference between the experiment group 2 and the control group in favour of the experiment group 2.

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