Activity enrichment according to Purdue Three Stage Model in the field of science

In this study, it was aimed to prepare enriched related to the 8th grade pressure unit according to the Tree-Stage Purdue Model, which is one of the curriculum enrichment models, and to get teacher-student opinions about these activities. The Tree-Stage Purdue Model enables students to build their scientific process skills from the lowest level with activities that include all the steps of Bloom's taxonomy. Due to this feature, it can be applied to other students in normal classroom environments as well as the education of gifted students. In the first stage of model, which consists of three stages, it is aimed to become an expert on basic subjects, to develop high-level cognitive skills in the second stage, and to transfer the acquired knowledge to real problem situations in the last stage. The "pressure" unit chosen fort he prepared activities was preferred because it takes place in daily life, remains abstract for students and has many misconceptions abaut the subject. The planning was made by taking into account three gains covering the 8th class pressure unit. The pilot implementation of the activities was carried out with 15 students studying at the Alan Secondery School in the Göynücek District of Amasya. In line with the problems encountered after the pilot implementation, the activities were revised by taking the opinions of field expert and teachers. The actual application of the revised activities was applied to 35 students with normal development in Amasya province Göynücek District Şehit Tuncay Kurt İmam Hatip Secondary School for three weeks (12 class hours). The developed activities werw re-examined by two academicians in the field of enrichment and four academicians in teh field of physics, taking into account the MEB achievements and the stage of the Purdue Model. Necessary arrangements werw made in line with the suggestions and the activities were finalized. As a result of the teacher and student interviews held after the implementation of the activities, positive results were obtained such as the activities ensured the participation of the whole class, enabled students from all levels to taste the sense of achievement, and provided learning by doing-experience. In the results of working; It is recommended that the use of activities prepared in line with enrichment models such as the Three-Stage Purdue Model should be increased in education systems with mixed classrooms and that teacher should receive training on enrichment before this use.