A effect of mixed teaching approach on understanding of scientific knowledge and it?s features

Developments in science and technology continue nonstopping way. Individualsmust be equipped to adapt themselves to these conditions. It is for this reason that need toassimilate individuals science and scientific knowledge better. The purpose of this study isto, investigate the effects of mixed teaching approach adapted to the activities on thoughtsof 8?th grade students about scientific knowledge and its features. There are twelveteaching activities which covers tentative, subjective knowledge the difference betweenobservation and inference and creative and imaginative nature of scientific knowledge.These activities adapted from the nature of science studies for teaching direct, indirect andhistorical approaches. The study carried outh with a total of 21, eight grade students. In thestudy pre-test and post-test single group experimental model (one-group Pretest-posttestdesign) were used. The data were obtained through scientific knowledge questionmaire andunderstanding of scientific knowledge scale. The effects of activities on students wereanalyzed by using dependent t test on the basis of scientific knowledge questionmaire. Thescale of understanding scientific knowledge was analyed by grouping answers as sufficient?incomplete? and ?wrong?. Findings of the study indicate that activities which wereutilized for features of scientific knowledge increases comprehension levels of studentsabout features of scientific knowledge. It is also found that these activities reduces theviews as labelled as ?wrong?. Findings show that activities developed students thoughtsabout scientific knowledge and its features towards ?sufficient? level. Some students?views tahelled as "wrong" has not been changed after the application. It is observed thatstudents there has been a decrease in students views with "wrong" at the end of mixedteaching approach compare to ?indirect? and ?historical? teaching approaches which wereused alone. According to these results, it is suggested that students should be helped tounderstand scientific knowledge and its features corretly by using mixed teachingapproaches instead of being attached to anly one teaching approach.