The effect of cooperative learning approach with learning boxes on 10th grade students' attitudes towards biology course and scientific process skills

The aim of this study is to determine the effects of cooperative learning approach with learning boxes on the attitudes of 10th grade students towards the biology course and their scientific process skills for the unit of "Our Earth". Samples of research are formed from 87 students studying at a state school that receive education in 2016-2017 Spring Educational Term in Diyarbakır-Çınar studying at a school in 10/A, 10/B and 10/G classes. 31 students studying in 10/A class and 29 students in 10/B class were selected as experimental group and 27 students in 10/G class were selected as control group by neutral assignment. In this study, the quasi-experimental method that is one of the experimental research methods was used. In the research, 10/A class was taught through cooperative learning method supported by learning boxes, 10/B class was taught through cooperative learning method and 10/G class was taught through teaching method that the current program prescribes For data collection two scales were used. In order to measure students' attitudes towards biology course, Attitude Scale towards Biology Course whose reliability coefficient was calculated as 0.90, and Scientific Process Skill Scale whose reliability coefficient was calculated as 0.58 were applied. At the beginning of the study, Attitude Scale Toward Biology Course and Scientific Process Skill Scale were applied as pretest. At the end of the research, the same tests were reapplied to all three groups a posttest. Oneway Anova test and T-test were used at SPSS.23 computer program to analyze the pretest and posttest data obtained in this research. As a result of the statistical data obtained from the post tests, significant differences were found between the three groups in favor of the experimental group in which the learning boxes supported cooperative learning approach was applied. According to these results, it is determined that the attitudes of the students in the experimental group who were taught through learning boxes aided cooperative learning method towards the biology course and their scientific process skills showed a positive development. In addition, when the relation between attitude towards the biology course and gender is examined, it is seen that gender is not effective. That teachers can develop learning boxes with learning materials and use these learning boxes in learning environments are among suggestions from this study.