The effect of the application of station technique in teaching the 6th grade science lesson cell topic on the academic achievement of students, permanence and attitudes

This research aims to search the effect of the application of station technique in teaching the 6th grade Science lesson cell topic on the academic achievement of students, knowledge permanence, and their attitudes towards Science lessons. The research was conducted with the 6th grade students who are studying at Cevat Çobanlı Secondary School in Battalgazi, Malatya, in the first term of 2017-2018 education year. The research was carried out in two groups, the experimental group and the control group. The study group of the research consists of 46 students in total, 22 students for control group and 24 students for experimental group. During the application, the Science lesson was studied with the control group students through the activities provided by the curriculum while it was studied with the students in the experimental group by using the station technique. The students in the experimental group were divided into 5 identical groups. The application which was carried out in 6 different prearranged learning stations was conducted in 12 lesson hours (4 lessons per week) for 3 weeks. In the research, among experimental models, pre-test – post-test, nonequivalent quasi-experimental design with control group were used. The achievement test developed by the researcher and the Science lesson attitude scale developed by Akpınar and others (2011) were used to obtain research data. The achievement test developed by the researcher consisted of 25 questions and the KP-20 reliability coefficient was calculated as .87. The obtained data were analyzed by SPSS statistical program. As a result of the research, it has been determined that the application of the station technique in the Science lesson improved the academic success of the students, enabled them to learn permanently and they developed a positive attitude towards the Science lessons. By these results, it is suggested that the station technique should be given more place in Science lessons, it should be used in different courses and educational stages and the effect of teaching with station technique on motivation and social skills should be searched.