Abstract
This research aims to investigate, using action research method, how life science course designed with Socratic questioning-based activities will be taught in third grades of primary schools and how these designed activities will affect students' success and attitudes towards life science course. In the academic year of 2016-2017, the study was conducted for 13 weeks with a third grade student group, consisting of 4 girls and 12 boys, i.e. 16 students, in a private school. It was found that the students could emphasize the key aspects of their ideas, exemplify their ideas, indicate the relevancy about the subject being discussed, could look from different points of view, and express the consistency in their ideas. It was also found that the students in the study group had difficulty in elaborating their ideas, providing evidence of the accuracy of their ideas, and expressing the complex aspects of their ideas. It was concluded that the success of the life science course increased compared to the pre-application period and their attitudes improved after the application.
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