The Effect of concept analysis strategy on students achievement in learning concept and their attitude towards life studies

In this research, it is tried to define the effect of Concept Analysis Strategy at Third Grade Primary School Life Studies Lessons on students achievement in learning concepts and their attitude towards the lesson. The truth of three hypothesis are tested with this aim. These hypothesis are put forward as; ?1. The Concept Achievement Test scores of students educated according to Concept Analysis Strategy and the test scores of the students who are not educated according to Concept Analysis Strategy point out an significant difference in the pre-test and post test. 2. Students attitude towards Life Studies Lessons, point out difference according to the education given with Concept Analysis Strategy. 3. There is a significant difference in the levels of understanding concepts between students educated according to Concept Analysis Strategy and students who are not educated according to Concept Analysis Strategy .? to define the truthness of the hypothesis? an experimental study is done with pre-test and post test experiment-control groups. Therefore a practice going on with the themes Yesterday, Today and Tomorrow is applicated to the Third Grade Primary School Life Studies Lessons. In practice an education process is followed which is relying on activities developed according to Concept Analysis Strategy. Activities developed according to Concept Analysis Strategy has aimed to give the students a clear perceptible picture of the concepts. The steps followed in the activities are in the following order ; ?Concept Name, Concept Definition, The Concept?s Criterial Attributes, The Concept?s Noncriterial, The Best example, Other Concept Examples and Concept Nonexamples.? Students? concept achievement levels are evaluated with an achievement test consisting of twenty-two questions prepared by the researcher. The developed achievement test has been applicated to experiment and control groups before and after the research and the differences between them are confirmed. In addition, to evaluate the students? concepts learning levels, a concept knowledge form is applied. The students are asked to use their own sentences and answer with open end for the concepts given in the concept knowledge form. Before and after the practice, a Life Studies Attitude Evaluation prepared by the researcher is applied to the students? to define their attitudes towards Life Studies Lessons. At the end of the research, according to the data from the experiment and control groups, the truth of the three hypothesis are admitted. According to the data of the research it has been detected that the Concept Analysis Strategy is an effective strategy on the student?s concept learning achievement and understanding levels, it has also positive effects on the students? attitudes towards Life Studies Lessons. In addition, with this research evaluation examples with important strategy, methods, techniques and materials especially useful for concept teaching in Life Studies and Social Studies lessons are given.