The Study of the effects of social learning theory science teaching on learning outputs

Science teaching contributes to the development of affective learning of students in addition to their cognitive development. Positive aids to individual development children will help their interest and wish to learn to continue. The school period which aims to form behavioral changes and primary education which is in this school period have important roles as they include many basic behavioral forms and affective qualities shaping the chilren's future life. These gained behaviors and affective qualities will affect these students" life on a large scale. The positive affective characteristics which will be acquired by the students, will facilitate learning, increase teachers' and students' success and effectiveness of the curriculum. In this study, teaching activities based on social learning theory directed at changing primary school students' affective entry characteristics were analyzed. In these affective characteristics students' scientific attitudes and academic self concepts were included and these characteristics were evaluated connected with their success. The scientific attitudes, academic ego and academic success were determined by the help of the scale develped by the researcher. The target population of the study was the 6th grade students at primary schools in the city center of Kırşehir. In order to determine the sample of the study, the authorities from Educational Directorate of Kırşehir were met and the 6th grade students from 3 schools which were similar in terms of socio-economical conditions were set as the sample. All of the 6th grade students at these 3 schools were applied scientific attitude scale, academic self concept scale and academic success tests and 3 classes were selected considering the scores which are not different. Thus, one experiment group and two control group students were included in the sample of the study. True Experimental Design was used in this study. In the experimental design, the independent variable whose effects on experiment group was analyzed was "Thevııı Teaching Activities Based on Social Learning Theory". In the control goups teaching methods in science teaching in the existing curriculum. Gender and socio-economic status were accepted as independent variables and their effects were searched. By determining two different control groups, the effects of the teacher tried to be minimized. Teaching activities done for the experiment and control groups were based on the topics in a unit called "Electric Directs Our Life" in science teaching curriculum for the 6th grade classes. The data gathered with the help of the scale developed by the researcher were analyzed using SPSS (The Statistical Packet For Social Science). There were two control and an experiment group in the study, so their equality in terms of dependent variables first and the relations between the pretest total scores were examined. In this evaluation, one way ANOVA (Analysis Of Variance) for independent samples was used. In order to determine the differences between the average pre-test, post- test and permanency test scores of experiment and control groups one way ANOVA (Analysis Of Variance) for repeated measures was used. The difference between the scores of dependent variables was seen to be 0,05. As a result of the analysis of the data that has been obtained in the research process, following results were identified : 1. Teaching activities based on Social Learning Theory has an important effect on developing and continuing students' scientific attitudes. The increase in the scientific attitudes that are acquired with the teaching activities based on Social Learning Theory which are applied in experiment group and the continuing of these attitudes are important indicators of effectiveness of the method applied. 2. Teaching activities based on Social Learning Theory has not an effect on developing students' academic self concepts. Students had seen themselves as competent in terms of academic self concept before beginning to study. As the reason for highness of the students" perception of themselves, high marks that they got more than they deserve when they were at primary schools' first step can be said.IX 3. It was seen that teaching activities based on Social Learning Theory has an important effect on developing students' academic achievement and retention of the knowledge they gained. Considering the positive relationship between affective characteristics and success, cognitive level knowledge that would be gained by teaching activities based on Social Learning Theory and retention of these knowledge would be better for teaching. 4. In the study which teaching activities based on Social Learning Theory are applied, it is found that students' academic success has a high degree relationship with both academic self and scientific attitude points. 5. It was seen that teaching activities based on Social Learning Theory contributes to male students' scientific attitude points more than that of girls. In many researches, different results between sex and students' attitudes to sciences were recognized. 6. According to the observations of the parents of the students that learned through teaching activities based on Social Learning Theory, it is determined that students' wish to make activities about science lessons at home in their free time has increased. So, it can be said that teaching activities based on Social Learning Theory has constituted noteworthy positive behaviour change in students' affective qualities. Key Words : Science Teaching, Affective Entry Characteristics, Social Learning Theory, Modelling, Learning Outputs.