FEN BİLİMLERİDERSİNDE KULLANILAN BELLEK DESTEKLEYİCİ STRATEJİLERE YÖNELİK ÖĞRENCİ GÖRÜŞLERNN İNCELENMESİ

Abstract

The aim of this study is to investigate the students’ opinions about teaching sixth grade “Systems in Our Body” unit in science course through memory-supporting strategies. This study was conducted based on the phenomenological research design of the qualitative research approach. The research was carried out in the fall semester of 2018-2019 academic year with the participation of 15 (8 girl, 7 boy) sixth grade students of a middle school in Kutahya city center. In order to determine the study group, one of the purposeful sampling methods, which is easily accessible, has been preferred. Lessons with activities prepared in accordance with memory supporting strategies were processed for six weeks. In the study, the semi-structured interview form including seven openended questions which was used as a data collection tool in this study, was prepared by the researchers and then was rearranged in accordance with the views of two academician in science education department and two science teachers from. The data obtained as a result of interviews were analyzed using content analysis and presented in tables. Some strategies were used to increase validity and reliability in this study. From the opinions of the students participating in the research, it was concluded that teaching with memory supporting strategies increases science success, is fun and is effective in terms of permanence of the information learned. It has been concluded that link, acronyms and acrostics are more effective in teaching and it would be more beneficial to include these strategies in other subjects of science and in other courses. The findings obtained at the end of this research were discussed and compared with the similar studies and necessary suggestions were presented