Effect of interdisciplinary analogy based teaching on the science and technology course learning levels of primary students with different academic achievements [Disiplinlerarasi{dotless} analoji tabanli{dotless} ögretimin farkli{dotless} düzeylerde akademik başari{dotless}li{dotless} i·lkögretim ögrencilerinin fen ve teknoloji dersi ögrenme düzeyleri üzerindeki etkisi]

Abstract

In this research, it is aimed to determine the effect of interdisciplinary analogy based teaching on the science and technology course learning qualities of primary school students having different levels of academic successes. 104 8th grade primary school students participated in the research. There were two experimental and two control groups in the research patterned by the pretest-posttest control group experimental model. The effectiveness of interdisciplinary analogy based teaching application, which had been tested in the research, was carried out in the experimental groups. In addition, in the control groups, constructivist approach based teaching application was performed. To analyze the data obtained in this research, paired and independent samples t-tests were utilized, and the eta-squared effect size values were calculated. As a result of the research, it has been found that interdisciplinary analogy based teaching application provides statistically effective results on the learning levels of the experimental group students with high and low levels of academic achievements and has a great effect on the improvement of the learning levels of the students.