Effects of laboratory supported teaching on academic success and attitude at 4th grade science class in the unit of simple electrical circuit

In this study, it was tried to be determined the effects of laboratory supported teaching on the 4th grade students' academic success and attitudes towards the science lesson in the unit of simple electrical circuit in the academic year of 2017/2018.In the research, as a data collection method, Simple Electric Circuits Achievement Test consisting of sixteen questions and Science Course Attitude Scale were used in the pre-test and post-test stages. The study was planned in the education process of 4th grades at a primary school within the borders of Kastamonu province in 2017/2018 academic year. In the framework of annual plans and aims, the activities that are the basis of the research were carried out with a total of 35 students in 2 two different classes consisting of 17 and 18 students. The school has two 4th grade branches. Among these classes, 4/A as the experimental group and 4/B as the control group were determined randomly. At the end of the study, the results of the pre-tests and post-tests were interpreted: When the science course attitude scale and achievement test pre-test data were analyzed, no significant difference was found between the experimental and control groups in terms of readiness. It was founded that there was a positive significant difference between the pre-test and post-test data of the experimental group's attitude scale but there was no significant difference in the pre-test and post-test data of the control group. When Simple Electric Circuits Success Test is evaluated, the success of the experimental group studying in the laboratory environment was found to be significantly higher than the control group studying in the classroom environment.