The effect of teaching implement based on metacognitive strategies on student's data in science in fourth class of primary school

The survey, in which 4th grade students were tested in a lesson in order to determine their academic levels regarding the acquirements of the lesson unit called 'Let's sort out the puzzle of our body' and the effects of 'the Scientific Teaching Program based on Megacognitive Strategies', is a semi-experimental study based on the 'Control Grouped Pretest and Posttest Model'. According to Fraenkel ve Wallen (2006) experimental researches are the most valid and reliable ways to observe the effects of the variable and to test the cause and effect relationships. The Working Group (Experiment and Control Groups) in this research is comprised of 25 randomly selected experiment group and 20 + 22 control group students from three different branches in 4th grade who have also been selected randomly from a Primary School in the district of Sandıklı, the Province of Afyonkarahisar in the 2014-2015 Academic Year by taking into consideration of the fact that it is easy to reach that school. In this study a Scientific Teaching Program based on Megacognitive Strategies was implemented to the Experiment Group. This application which was carried out has lasted eight weeks and 24 lesson periods. At first a 30-question data test, whose validity and reliability studies were performed after being developed by a researcher, and an attitude scale test regarding Science lesson which was developed by Akınoğlu (2001) have been conducted on experiment and control groups as pretest. After eight weeks following the process, the same data test and the attitude scale test regarding Science lesson have been conducted as the posttest. Four weeks after the posttest application, the same data test was reconducted so that its persistence could be determined. According to the results obtained from the research findings; a remarkable difference could not be found statistically between pretest point averages; teaching of the learning strategies which was conducted has increased students' achievements in Science; the results of the persistence test have differentiated in a meaningful way on both experiment and control groups; strategy teaching has increased students' data levels in a meaning way and their attitudes associated with Science lesson in a positive way. Key Words : Megacognition, executive cognition, beyond cognition, science, class teaching, processing information model, experimental pattern, persistence, attitude