The effect of know-want-learn-understand strategy on secondary school 3rd grade students' reflective thinking skills and academical success

The aim of this research is to analyze the effect of Know-Want-Learn-Understand (KWLU) teaching strategy on academic achievement in which "Electricity in Our Lives" unit and reflective thinking skills of secondary school 3rd grade students. In the study, quasi-experimental pre-test, post-test comparison group design were used. The working group of research was composed of 42 students totally, 23 of whom were assigned to experimental group and 19 of whom were assigned to control group in 2013-2014 education year in a secondary school in Bulanık/Muş. In the study, academic achievement test and reflective thinking scale were used as data gathering tool. According to the findings obtained from the study, academic achievement of experimental group students showed higher rising than control group. On the other hand, when we compared reflective thinking skills of control and experimental groups, it was ended with meaningful difference in favor of experimental group. The results obtained from study were compared with available evidence in the literature and some suggestions were made in this way.