The effect of conceptual change texts on the academic achievement, scientific process skills, misconceptions and attitudes of the students in the 4th grade science course

In this research, the effect of conceptual change texts on academic achievement, scientific process skills, conceptual misconceptions and attitudes toward science lessons in Primary School 4th Grade students within the scope of " The effects of Force and Lets' know substance" units were examined. The sample of the research consists of 46 students from two different classes in Murat Primary School, which is affiliated to the district of Elazığ province in 2017-2018 academic year. One of the classes was selected as the control group which the subjects were taught according to the activities which is determined on the science course program of the 4 th grade in primary school prepared by the ministry of national education's board of education, other one was the experiment group which the subjects were taught by using conceptual change texts and the selection was made randomly. As a data collection tool in the study; academic achievement test, scientific process skills test, misconception test, and attitude test for science lesson were applied as pre test and post test.The data obtained were analyzed using SPSS 22.0 statistical program and the data were analyzed by independent groups t test, paired t test Mann Whitney U test and arithmetic mean and standard deviation analyzes were used.The obtained data were analyzed using SPSS 22.0 statistical program and the data were analyzed by independent groups t test, paired t test Mann Whitney U test, arithmetic mean, standard deviation, frequency were used. A significance level of .05 was considered in interpreting the obtained data. When the results of the research were examined, there was a significant difference between groups in terms of academic achievement, scientific process skills and attitude toward science course in favor of the experimental group in the final test averages obtained in experimental and control groups. According to these results, the Conceptual Change Texts have positive effects on students' academic achievement, scientific process skills and attitudes towards science lessons at the elementary school level 4. On the other hand, in the post-test averages obtained from in the experimental and control groups, there was a difference in favor of the experimental group in terms of misconceptions among the groups, and it was concluded that this difference was not significant.