Akademik Veri Yönetim Sistemi
Kastamonu Eğitim Dergisi, cilt.30, sa.4, ss.788-804, 2022 (Hakemli Dergi)
The purpose of this study is to investigate the effect of writing for learning and model-based learning activities on academic
achievement in the "Simple Electrical Circuits" unit of the fourth-grade science course and the views of students and classroom
teachers about these activities. In the quantitative part of the research, which has quantitative and qualitative designs, quasiexperimental design with a pretest-posttest control group and in the qualitative part, student and teacher opinion forms
consisting of open-ended questions were used. Three experimental and one control group were selected among the fourth
graders according to the simple random sampling method. The achievement test related to the "Simple Electrical Circuits" unit
was applied to these groups as a pre-test, post-test and permanence test. In the study, writing for learning purposes in a
randomly selected group, model-based learning in the other, and both writing for learning and model-based learning activities
were carried out together in the third group. In the control group, the lessons were carried out according to the current
method. ANOVA was used in the analysis of quantitative data, and content analysis was used in the analysis of qualitative data.
Findings related to the post-test of the experimental groups and the control group showed a significant difference in favor of
the experimental group students who performed the model-based learning activities. According to the permanence test, there
was no statistically significant difference between the experimental groups and the control group, but the mean of the
experimental groups was higher than the mean of the control group. According to the data obtained from the interviews with
students and teachers, it can be stated that students and teachers exhibited a positive approach towards writing for learning
and model-based learning activities. In addition, the experimental group students stated that they did the activities with fun,
while the teachers stated that they believed in the benefits of the activities used, but it was difficult to implement them in the
current system. Based on these results, new research can be carried out at the third-grade level, in different lessons or in
different units of the same lesson.