Comparison of the effects of seventh grade science and technology curriculum and knowledge of science on achievement

The purpose of this study is to explore if there is a significant difference between achievements of 7th grade students, who are educated according to Science and Technology curriculum and Knowledge of Science Curriculum, on Force and Motion unit. The study was conducted to a sample with 43 students in Mıhçıoğlu Elementary School and it is a static group pretest-posttest design, which is a type of weak experimental study. In order to test if the experimental and control groups, which draw the sample, demonstrate a significant difference in both pretest and posttest scores, independent t-tests were conducted. In the purpose of testing if the groups show a significant difference according to the posttest scores when the pretest scores are assigned as covariate, one way ANCOVA was conducted. Accordingly, three main results were obtained. First, it was observed that the experimental and control groups? performances may be equal. Second, it was found that groups showed practical significant difference according to the posttest scores (eta-square=0.112) but no statistical significant difference. And finally, when the pretest scores were controlled, not only statistical but also practical significant differences were observed between the experimental and control groups? performances. In conclusion, the study revealed findings which may indicate that studying Force and Motion topic according to Science and Technology curriculum in 7th graders of Mıhçıoğlu Elementary School was a more effective treatment.