An investigation of the effect of the use techno-organic education model as an alternative model in the primary school 3rd grade mathematics course on the academic achievements and attitudes of the students

In this research it is aimed to form a Techno-Organic Education / School Model as an alternative model, to examine the effect of the use of this model in the 3rd grade Mathematics course on students' academic achievements and attitudes and to determine the general views of educators and students about this model. The sample of the study was composed of 38 students from Şehit Önder Pınar Primary School, 3rd grade students, who are from the central district of Elazığ province. In the qualitative dimension of the research, the study group consisted of 19 students and 22 educators in the experimental group. Mixed method was used in which quantitative and qualitative research designs were used together in the research. The explanatory sequential mixed method design was used. In the quantitative dimension of the research, quasi-experimental design was used. In the qualitative dimension, the phenomenological research design was used. In the quantitative dimension of the research, Mathematics Course Achievement Test developed by researcher and Mathematics Attitude Scale for Primary and Secondary School Students developed by Gülburnu and Yıldırım were used. In the qualitative dimension of the research, semi-structured interview forms prepared for educators and students were used. Before the quantitative data analysis of the study, normality distribution was examined for each test. In the normal distribution groups, ındependent samples t-test and dependent samples t-test; Wilcoxon Signed Ranks Test and Mann Whitney U Test were used for the groups that did not show normal distribution. In the qualitative dimension of the research, content analysis was used in the analysis of the data. According to the quantitative results of the research; there was a statistically significant difference in the post-test success of the experimental group and a statistically significant difference in the post-test success of the control group. In the learning process, it was concluded that there was a statistically significant difference between the experimental group using the Techno-Organic Education Model and the control group using the traditional method during the learning process. When the quantitative results of the study were analyzed according to the attitudes, there was a statistically significant difference in the final attitude scores of the experimental group but there was no statistically significant difference in the attitudes of the control group towards the mathematics course. In the learning process, it was concluded that there was a statistically significant difference between the attitudes of the experimental group using the Techno-Organic Education Model and the control group using the traditional method in the learning process. According to the qualitative results of the research; It was determined that the students found the use of the Techno-Organic Education Model positive, they liked mathematics with this model, they liked the applications in general and they were not forced, and this model increased their interest in the lesson. It was concluded that the educators found the Techno-Organic Education and School Model positive in general, stated that it is a model based on learning by living, enabling the conscious use of technology and that it is an important model if the infrastructure is provided. These results showed that the quantitative and qualitative aspects of the research support each other. Teachers' use of natural materials and technology together will make it possible to benefit more from the positive effects of both. Keywords: Alternative education, Math in primary school, Organic education, Organic school, Techno-Organic education, Techno-Organic school.