The Effect of Reading-Writing-Application Method on The Teaching of The Light Unit

Abstract

The aim of this study was to determined reading-writing-application method that is one of the methods of cooperative learning model on the students' the academic achievements, attitudes towards science and technology courses and epistemological attitudes in the teaching of the light unit. The sample of this study consists of 34 seventh-grade students who were training in two different classes of a secondary schools located in Erzurum city in the academic year 2012-2013. One of these groups was Reading-Writing-Application Group (RWAG) (n=14) applied reading-writing-application method and the other one was Traditional Learning Group (TLG) (n=20) applied traditional learning method. As data collection instruments Academic Achievement Test (AAT), Science and Technology Attitude Scale (STAS) and Epistemological Attitude Scale (EAS) were used. For data analysis, it was used descriptive statistics; independent samples t-test and ANCOVA tests. According to the analyses, while it was concluded a significant difference favor of RWAG between RWAG and TLG in view of academic success, it was concluded a significant difference favor of TLG between RWAG and TLG in view of epistemological attitudes. When it was analyzed attitudes towards science and technology lesson, it was observed not a statistically significant difference between RWAG and TLG