The effect of science teaching supported by scientific stories on academic achievement of primary school students

The aim of research is to investigate whether science teaching supported by outcomes-oriented scientific stories enriched with visuals and activities and made into a book, has an effect on the academic success and permanence of primary school 3rd grade students For this purpose, the research was designed in a quasi experimental design with pretest-posttest paired control group. A total of 55 students, 28 in the experimental group and 27 in the control group, studying in two of the 3rd grade branches of a public primary school located in a city center in the Southeastern Anatolia Region, formed the sample of the research. The research data were obtained with the achievement test developed by the researcher to measure the academic success of the 3rd grade students in the science course. Statistics package program (SPSS 22) was used in the analysis of the data. Since the research data showed normal distribution and met the assumptions of homogeneity of variance, the independent groups T test was used to analyze the differentiation of independent groups for the data, and the paired groups T test was used to examine the differentiation of paired groups. The significance level was accepted as .05 in all statistical operations. As a result of the research, it was concluded that science teaching supported by stories increased the academic success of the experimental group students in the science course and the permanence of the information they learned. In addition, it was determined that there was a significant difference in favor of the experimental group students between the science course academic achievement post-test and retention test mean scores of the students in the experimental group, in which science teaching supported by acquisition-oriented stories enriched with visuals and activities, and the control group students, in which inquiry-based science teaching was applied. In line with the results obtained, it has been suggested that outcome-oriented scientific stories can be used as an effective material in science teaching.