Akademik Veri Yönetim Sistemi
Energy Education Science and Technology Part B: Social and Educational Studies, cilt.5, sa.1, ss.61-68, 2013 (SCI-Expanded)
Abstract
The aim of this study is to identify the effects of Reading-Writing-Application technique, Learning Together technique and Traditional Teaching methods on increasing students’ graphic abilities and their academic achievements in the unit “systems in our body” at the science and technology course. This study included 92 students from three different classes at the 6th grade of a primary school during the 2010-2011 academic year. One of these classes served as the Reading-Writing-Application Group (RWAG), using group Reading-Writing-Application Technique, while the second served as the Learning Together Group (LTG), using the Learning Together technique, and the third served as the Traditional Teaching Group (TTG), using the Traditional Teaching methods. The main instruments for obtaining data were the Academic Achievement Test (AAT) and Graphics Skills Test (GST), which were applied to the all treatments groups. The data obtained on instruments were evaluated by using descriptive statistic and one-way variance analysis. Based on the results of this research, it was concluded that the teaching of the unit “systems in our body” via the Reading-Writing-Application technique was more effective in increasing students’ graphic abilities and academic achievements compared to Learning Together technique and the Traditional Teaching methods.
Keywords: Cooperative learning; Reading-Writing-Application technique; Learning together
technique; Science and technology lesson; Graphics skills