Abstract
The aim of this study is to determine the changes that may arise when students' scientific process skills are approached with critical pedagogical principles. The research was quantitative in appearance and non-equivalent comparison group design was used. The study group consisted of 129 eighth grade students from five different classes in a public school. In two of the classes, science teaching was conducted according to the principles of critical pedagogy and in the other three classes according to the existing science curriculum. The applications were carried out in the eighth grade science course, four hours a week for 24 weeks. Science curriculum and scientific process skill test prepared by students were used to collect data. The reliability coefficient of the test was between 0.60 ≤ α ≤ 0.80 in the sample area. Descriptive statistics, one-factor analysis of variance and related t-test were considered as data analysis. The results of the study showed that the scientific process skills of the experimental group students were statistically significant differences compared to the control group students.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
