The effect of enriching science and technologhy education by using stories which include historical process of scientific improvement on attitudes to science, the image of scientist, skills of scientific process and the academic achievement

The era we live in is defined as the information age and main value is producing information, not gathering information. In this context, it has been inevitable to raise students who love learning science, know the history of science and have improved skills of scientific processes. Knowing life story of scientists, evaluation of data that have been gathered, improvement process of contribution to science, style of study, life conditions at their time affect the attitudes of students to science, improve the image of scientists and contribute to the skills of scientific process. Also it is possible to increase students' academic success by Ortalamas of providing intensive learning to them. For this purpose, in this study by gathering scientific stories that express historical process of scientific process, written texts have been prepared. The Study data have been gathered in academic year 2016-2017 from 48 7th grade students in Eyup Dede Korkut secondary school, İstanbul. Research has 4 dependent variables. These are the attitude of students towards science, skills of scientific process, the image of scientist and the academic success of science and technology course. The independent variable of research is scientific stories. The effect of these stories on dependent variable has been researched. In this research quasi- experimental design with preliminary and posttest model has been used. The research include the attitude scale improved by Balım Sucuoglu and Aydın which was originated by Song & Kim (1999) (originated in DAST) and the scientist identification scale that was developed by Korkmaz (1999), which was first founded by Okay, Wise and Burns (1982) then translated into Turkish and adapted by Ozkan, Askar and Geban (1992). Scientific process skills test that is degraded 26 questions for 7th class students and KR-20 dependability factor 0.80 and that has 40 questions KR-20 dependability factor 0.89 academic success test have been used. For control group constructivist education that is included in programme have been practiced. For experimental group in addition to constructivist educational courses real life stories of scientists and scientific process of scientists have been added. The data have been analyzed by PASW Statistics 18 programme, Ancova technic, Mc Nemar technic and percentage and frequency value. According to data significant improvements on academic achievement for experimental group and supported by qualitative data, experimental group has remarkable alteration on grade of scientific process test also some figures on the image of scientist has been changed and some not have been confirmed. According to result of research using scientific stories on science and technology education has positive effects on academic success of students, skills of scientific process, the attitude towards science and the image of scientists. Thus using of scientific stories on science and technology education can be advised. However, the study has been conducted to limited number of students and it should be taken into consideration that more comprehensive studies practiced on wider student groups are needed.