Investigation of the effect of the Harezmi Education Model on learning of some science concepts, teacher and students' views about the model

The purpose of this research is to investigate the effect of the Harezmi Education Model (HEM) on the learning of some science concepts by secondary school 5th and 6th grade students, and to obtain the views of the teachers who apply this model and the students who use this model in their lessons about the model. The research was conducted with 19 students studying at a public secondary school in Kastamonu Province in the first semester of the 2022-2023 academic year and 25 teachers working in public secondary schools in this academic year. In the research, sequential explanatory design, which is a type of mixed research method in which quantitative and qualitative research methods are used together, was used. In order to determine the effect of the teaching prepared using the HEM on the academic achievement of the students a pre-test post-test quasi-experimental design without control group was used from the experimental research methods. In addition, the case study method was used by collecting the qualitative data with a semi-structured interview form in order to get the students' views of the about the activities using the HEM and the teachers' views about the effectiveness of the model, especially in learning the socio-scientific subjects in the science lesson. During 10 weeks, the related subjects were taught to the students in addition to the 2018 Science Curriculum, supported by the HEM. Quantitative data of the research were collected with 18-question multiple-choice Academic Achievement Test and qualitative data were collected with a Semi-Structured Interview Form. Quantitative data collection tool was applied as pre-test and post-test. The qualitative data collection tool was applied to the teachers who use the HEM and the students who received their education with this model. Quantitative data obtained from the research were analyzed with the SPSS statistical package program. In order to determine the significance of the difference between the academic achievement pre-test post-test scores obtained from the students, the t-test was used for dependent samples in the analysis of the data. Content analysis was used to analyze qualitative data. As a result of the analysis of the data, it was determined that there was a statistically significant difference in favor of the post-test when the academic achievements of the students who learned the related subjects using the HEM were compared with the pre-test results. In other words, it was seen that the lessons taught with the support of the HEM had a significant effect on increasing the academic achievement of the students. According to the results of the analysis of the data obtained from the semi-structured interview form applied to the students in order to support the quantitative data obtained, the students stated that they liked the science lesson more, participated in the lesson willingly and their achievement increased. Teachers, on the other hand, stated that students should be used in all lessons because they receive a hands-on education by doing, they are happy to implement the information they learned in the lesson, they are happy to learn by playing, they participate in studies with pleasure and they can cooperate with their friends in other classes. In addition, teachers also expressed their opinions that it would be difficult to implement HEM in groups with a large number of students, as it requires a long process and lack of equipment and materials. In light of the findings, teachers are recommended to use HEM more frequently in their lessons in addition to existing teaching.