The effect of conceptual change approach, cooperative learning and computer assisted instruction on students' science achievement

In this research, the effects of Conceptual Change, Cooperative Learning, and Computer Assisted Learning has been studied to reconstruct the misconceptions of 7th grade students successfully on The Structure and Properties of Materials course. In addition to this, the effects of the procedures which had been applied were considered.The sampling space of this study are 111, 7th grade students in 2 different schools and 4 different classes from Beyoglu/Istanbul and Fatih/Istanbul. The examination was conducted in the second semester of 2008/2009. One of the classes was selected as the control group and other three were selected as the experimental groups. All the selections were made randomly. Preliminary success test, ending success test on the structure and properties of matters subject, and attitude scale test towards Science and Technology Class were used to collect data in this research.The data gathered by the tests was examined by using single factorial analysis of covariance (ANCOVA). The results of the examinations shows that the learning level of the students who were educated in the structure and properties of materials course by using Conceptual Change Approach were higher than the current program, Copperative Learning Approach, and Computer Assisted Learning. Moreover, , there was not a meaningful difference between the average beginning attitude scale tests in each group on the other hand, there was a meaningful difference between the average ending attitude scale tests in each group. According to Post Hoc analysis, this difference was between the conceptual change approach and current approach. The change was on behalf of the conceptual change approach . The ending attitude scale test results of the conceptual change approach was higher than the same test results of the current approach.