The effect of conceptual teaching through scenario-based learning in the course of social studies to the achievement, attitude and retention on the students

Concepts are among the most significant constituents of the Social Studies course, created in conjunction with the individual as well as the society and the nature. The fundamental paradigm of the study reveals itself via the the necessity to acquire the concepts in an appropriate way and the life-oriented learning settings arising out of the scenario-based learning. The aim of the study is to analyze the achievement rate of the conceptual learning in the Social Studies course via scenario-based learning, the permanence of the concepts learnt and the attitudes of the students towards the course. The study has been conducted in a semi-empirical manner, having benefitted from situation exemplification while determining the control group. The study group of the study comprises of 43 students currently in the 3rd grade of the Yıldızlı Toki Primary School in the city of Trabzon, 21 and 22 of whom belong to the experimental and the control group, respectively. Conceptual misunderstanding determination form, Conceptual achievement test, Social studies attitude scale and Conceptual permanance test have been applied to acquire the study data. Arithmetic average, standard deviation, the mann whitney u test and the wilcoxon test have been utilized to process the data. The findings acquired via the aforementioned tools have been tested at a significance level of .05 It has been found out via the obtained data that scenario-based learning considerably contributes to acquiring as well as recalling the concepts regarding meteorology, prediction, graphics and the republic. In addition, the method has been proven to enhance the attitude towards the Social Studies course. Key words: Scenario-Based Learning, Conceptual Teaching, Social Studies