Solving the learning difficulties encountered by 8th grade students i̇n simple machines unit by workshop works i̇n science center

Purpose: This research aims to address the learning difficulties faced by eighth-grade students in the topic of Simple Machines through workshop activities at the Sci-ence Center, and to determine students' opinions about the exhibition area and work-shops conducted at the Science Center. Method: This study, which investigates the learning difficulties faced by eighth-grade students while learning the topic of simple machines and how these difficulties can be overcome through workshops at the Science Center, employs a mixed-methods design incorporating both quantitative and qualitative approaches. The study involved 28 eighth-grade students from Şehit Barış Öztürk Secondary School located in the Tepebaşı district of Eskişehir during the 2023-2024 academic year. A quasi-studyal de-sign was used in the quantitative part of the research. Within the scope of the quasi-studyal design, comparison and studyal groups consisting of fourteen students each were formed through random assignment. A 10-question Simple Machines Achievement Test developed by the researcher was used as a pre-test and post-test. During the test development phase, a pilot application was conducted with 100 students. The data obtained from the application were analyzed using the JAMOVI 2.3.28 program, and the Shapiro-Wilk test was used to check the distribution characteristics of the data. At the initial stage of the normality test, the data were evaluated in detail in terms of skew-ness and kurtosis values. The results indicated that the test showed normal distribution. After analyzing the normal distribution suitability of the test, reliability coefficients were calculated. KR-20 and Cronbach's alpha methods were used to calculate the relia-bility coefficient. After determining that these values were within normal ranges, the Simple Machines Achievement Test (SMAT) was accepted as the measurement tool. After the subject instruction was completed according to the official curriculum, both the comparison group and the studyal group were given pre-tests. After the pre-test, the studyal group participated in an exhibition tour and workshop activity at the Science Center. The comparison group stayed in the classroom and engaged in problem-solving activities. Following the activities, post-tests were administered to both the studyal and comparison groups. Subsequently, semi-structured interviews were conducted with 7 students in the studyal group to learn their opinions about the Simple Machines unit, the exhibition area, and the workshop activity at the Science Center. Findings: The data from the 10-question Simple Machines Achievement Test administered to the students were analyzed using the JAMOVI 2.3.28 program. The data from the semi-structured interviews with the students were analyzed using content analysis. According to the pre-test data of the Simple Machines Achievement Test ap-plied to the comparison and studyal groups, the learning difficulties of the students were examined. It was found that the questions students answered incorrectly the most were related to levers and pulleys. When the pre-test data of the studyal and comparison groups were evaluated, it was concluded that there was no statistically significant dif-ference between the pre-test scores of the studyal and comparison groups. After the studyal group participated in the exhibition tour and workshop activity at the Science Center, according to the post-test results administered to both the comparison and studyal groups, there was no significant difference in the pre-test and post-test results of the comparison group, while there was a significant difference in the pre-test and post-test results of the studyal group. When the pre-test and post-test results of both the studyal and comparison groups were evaluated based on gender, no significant differ-ence was found. However, while female students in the comparison group scored higher than male students in both the pre-test and post-test, in the studyal group, male students were more successful in the pre-test, but the increase in scores of female students in the post-test was greater than that of male students. When the semi-structured interview questions were evaluated, it was found that students perceived the reasons for their dif-ficulties in the Simple Machines unit as an inability to visualize, prejudices, and a lack of activities in school. Additionally, students indicated that the most difficult simple machines were pulleys and levers. When asked about the most challenging questions on the Simple Machines Achievement Test and their reasons, students said they struggled the most with the LEGO question, chopsticks question, eggbeater question, and bicycle question. Students who struggled with the LEGO question stated that they initially had difficulty because they did not perform calculations and understood the question thanks to the balance scale in the workshop. Students who had difficulty with the chopsticks, bicycle, and eggbeater questions mentioned that they initially had difficulty because they could not visualize it, but understood the questions thanks to the workshop. When asked about their opinions on the exhibition tour, students found it enjoyable and inter-esting, and stated that they liked the pulley activity the most. When asked about their opinions on the workshop activity at the Science Center, students mentioned that this activity allowed them to study and observe, facilitated visualization, and reduced the complexity of the topic. Conclusion and Recommendations: The quantitative results of the study showed that students experienced learning difficulties in the Simple Machines unit. To overcome these learning difficulties, students were taken to an exhibition tour and workshop activity at the Science Center, an out-of-school learning environment. As a result of the research, while there was a significant difference in the post-test of the studyal group participating in the exhibition tour and workshop activity at the Science Center, there was no difference in the comparison group that conducted problem-solving activities in the classroom. This indicated that the exhibition tour and workshop activity at the Science Center positively contributed to overcoming the students' learn-ing difficulties. In the semi-structured interviews, students mentioned that they had the most difficulty in this unit due to not engaging in activities in the classroom and having difficulty visualizing simple machines in their minds. Classroom instruction conducted by the science teacher according to the science curriculum did not eliminate students' learning difficulties. Therefore, additional activities should be organized in this unit to support students' learning. One such activity could be a trip to the Science Center. Stu-dents stated that seeing the setups in the exhibition area live facilitated their visualiza-tion. Additionally, students could participate in workshop activities at the Science Cen-ter. If these workshop activities are not held at the Science Center, they could be orga-nized by the teacher in the classroom or school laboratories. Exhibition tours at the Sci-ence Center could also contribute to students' learning in other units. Therefore, science teachers could facilitate students' participation in such out-of-school learning environ-ments at regular intervals. Besides Science Centers, other out-of-school learning envi-ronments such as science museums, planetariums, observatories, science festivals, zoos, and laboratory visits can also help address the learning difficulties students encounter in science courses.