Abstract
This study has two primary objectives. The first one is preparation of an efficient review book including a series of activities, which will help fourth grade students exercise what they learned in the elementary science course in a year. The second objective is examination of the prepared book in the framework of student and teacher opinions. In this study, 10 classroom teachers are interviewed at the initial stage. As a result of these interviews, a significant need is determined for a review book for elementary science course, particularly. In the study, qualitative research methods, such as observation, interviews, document analysis and focus group discussion, are used. Data collection tools compose of review book for elementary science course, teacher interview forms, student focus group discussion form and forms, in which students evaluate all activities in the book. The review book prepared by the researchers consists of 38 activities. This book was applied to 25 fifth grade students. These interviews are supported with data of observation and document analysis. The obtained data are analyzed with the content analysis. The review book is considered efficient by teacher and students. This is because it can be applied within a short time and contains whole elementary science topics of fourth grade. Furthermore, teacher can specify students' prior knowledge at the beginning of the academic year and adjust the level and teaching methods in the course accordingly. It can also be used effectively throughout the term.
Highlights
Students acquire new knowledge in many different disciplines throughout their education
According to one of the findings of these interviews, most of the participants (8 out of 10 participants) need supplementary resources similar to the review book, which is the subject of this study
Within this period following the needs analysis, efforts are in progress in order to develop a review book
Summary
Students acquire new knowledge in many different disciplines throughout their education. A large part of this information is forgotten for various reasons. Among these are failure in relating the knowledge acquired with the daily life adequately, shortcomings in the teaching-learning methods and not making regular exercises (Reynolds & Glaser, 1964; Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). Acquiring new knowledge is as important as its permanence (Banoğlu & Peker, 2012). Permanence of knowledge was investigated in many studies (Ausubel & Paul, 2000; Polat, 2013; Kobal, Şahin, & Kara, 2013; Özbudak & Özkan, 2014; Seçkin-Kapucu, 2014). Ebbinghaus, who made the first systematic studies on memory, formed a "forgetting curve" starting from the results he achieved (Ornstein, 1988)
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