Examining the effectiveness of the fifth grade mathematics curriculum integrated with the value of scientific education program

In this study, it is aimed to examine the effectiveness of the scientific value education program design integrated with mathematics curriculum in fifth grade students. For the research, a pre- and post-test research design was applied with a sample of 30 students who were studying at Tokat Gülbahar Hatun Secondary School. Before starting the scientific value education integrated with the mathematics curriculum, the students were tested for math achievement and a paradox test for the measurement of scientific value. The achievement test is a mathematics test in which students are responsible for the subjects that need to be taught within the curriculum. The paradox test is an evaluation form consisting of five open-ended questions that address certain scientific values. The paradox test responses were scored by the researcher by content analysis and the pre and post-test comparison was provided by the scoring. According to the findings of the pre- and post-test scores, it was found that the mathematics achievement post-test scores of the students were significantly higher than the pre-test scores. Furthermore, when the pre-test and post-test scores of the paradox test were compared, it was found that the scores obtained after the scientific program integrated with the mathematics curriculum were significantly higher than the pre-test scores. In addition, when the differences of the students' paradox test and achievement test scores according to gender and economic status were examined, no significant difference was found in the achievement test and paradox test scores in terms of gender and economic status variables. The results of the study demonstrated that the inclusion of scientific value education in mathematics cirriculumprovided significant increase in students' perspective on science and mathematics. It can be suggested that the educational plan that can be applied to secondary school students in other classes with advanced studies can be structured considering the scientific value of the curriculum for mathematics cirriculum. Key words: Mathematics, Mathematics Teaching, Science, Scientific Value, Secondary School