Supporting Concept Teaching with Activities in Primary School Third Grade Life Science Course


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Authors

  • Ferhat ESENER Nevşehir Kaymaklı İlkokulu, Nevşehir, Turkey
  • Mustafa TAHİROĞLU Faculty of Education, Nevşehir Hacı Bektaş Veli University, Nevşehir, Turkey

DOI:

https://doi.org/10.52380/ijpes.2022.9.4.788

Keywords:

Concept, game, concept teaching activities, life science, Learning Outcome

Abstract

This research aims to support the "teaching of concepts" in the 3rd grade Life Science Course with activities. A quasi-experimental design (selective) with a pre-test and post-test control group, one of the quantitative research designs, was used in the research. Using songs, poems, rhymes, acrostics, stories, fairy tales, riddles/puzzles, animations, and traditional children's games, the experimental group's success in acquiring certain concepts from the third-grade life science course was enhanced by developing and implementing the above activities. Research data were collected with the "Concept Achievement Test" developed by the researcher by quantitative research data collection techniques. In the data analysis, arithmetic means were used to determine the academic success of the experimental and control groups. The Independent Sample t-Test was used for comparisons between groups. As a result of the research, there was a considerable achievement gap between the experimental and control groups, with the experimental group performing significantly better. According to these results, activities structured with songs, poems, nursery rhymes, acrostics, stories, fairy tales, puzzles/riddles, animations, and traditional children's games significantly impact student success in teaching concepts in third-grade elementary school biology classes. These activities apparently increase student success rates and are useful in this regard.

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Published

2022-10-20

How to Cite

ESENER, F., & TAHİROĞLU, M. (2022). Supporting Concept Teaching with Activities in Primary School Third Grade Life Science Course. International Journal of Psychology and Educational Studies, 9(4), 1173–1186. https://doi.org/10.52380/ijpes.2022.9.4.788

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Articles