Usage of practical and technological methods in science teaching

ABSTRACT The laboratory is the key instrument in science teaching. It has often been said that science is not really a science unless it is accompanied by laboratory which is very necessary in science teaching. Because laboratory work is effective more than eighty percent in science teaching. Students are more interested in science when they observe the materials used in laboratory. It is believed that students learn science best by observing, repeating, in an abbreviated fashion, the classical of some science such as Boyle, Newton and many others. Because visual experience is so effective. Unfortunately, it is not possible to build a well-organised laboratories in schools, especially in schools which have combined education system in rural area. If we want to be well- qualified person our students like doctor, engineer etc..., we have to create suitable conditions even if they are very cheap. First of all, there should be enough study including the rate of success. Materials used in this research; Minilabor Chemistry Experiment Set manufactured in German, educational CD's, power-point experiment presentation with photographs. Educational CD was prepared in chemistry laboratory class in Education Faculty in Demirci. Same work was performed for power-point presentation, too. The setting of recording was in a special studio in Izmir. This research includes only secondary school students among eight class without ignoring the planned program (curriculum) of science teaching. The subject studied on was acid-base concept Before researching, they were given a question sheet. The time allowed was 45 minutes. Then application was done. After presentation, the students were answered the same questions in 45 minutes. The number of schools choosen in this research, one in Manisa (centre), Two in Muradiye (Manisa), six in Demirci (Manisa), two in Menemen (Izmir). The number of students choosen for this research was 700. All of them were secondary school third class students. The differences between schools and method has been defined by using ANCOVA method which is statistical. Socio-economic situations of the students have been reached by using student records kept in schools. The factors affecting methods have been investigated. According to results, the students who have a computer were more interested in education CD even if the students who don't have a computer aren't most of the students have been thinking that acids are eatable and drinkable. XX