Abstract
The aim of this study is to examine the impact of writing tasks on the 5th grade students' academic achievement and scientific attitude in science and technology course. The research is a quasi-experimental research including pre-test and post-test designs. These tests were administered as pre-test and post test to the groups. A total of sixty-two 5th grade students studying in the center of Erzurum in the 2012-2013 academic year have created the sample of the study. In the study, the groups were determined as to form purposive sampling. The study is carried out by using two different teaching methods. The first of these methods is writing-supported student-centered teaching method (experimental group) and the other is student-centered teaching method (control group). There are 32 students in the experimental group and 30 students in the control group. But immediately after the end of the application, the experiment group was provided to tell in a letter to one of their 4th grade friends what they have learned about the unit. The data of the research were evaluated by t-test. After the completion of the application, the results of the achievement test and the scientific attitudes scale have revealed that there is a statistically significant difference in favor of the experimental group. Key words: Writing letters for learning purposes, science achievement test, scientific attitude scale
Highlights
Science is a set of accuracy proven information that scientists obtained as a result of various investigations
According to the results of the post Science Achievement Test (SAT) test analysis given in Table 2, the arithmetic average score of the experimental group is 69.75 and the arithmetic average score of the control group is 60.71
According to this result it can be concluded that scientific attitude and skills of students who have received the same education in the same school may be the same
Summary
Science is a set of accuracy proven information that scientists obtained as a result of various investigations. For a meaningful learning in the science lessons; there are needs of such learning environments where the validity of students' prior knowledge is checked, the events they come across in real life are based on, the students are always active mentally, mostly active physically and the conceptual change is achieved. These learning environments must offer opportunities to the students in order to reinforce newly learned concepts (MEB, 2007).
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