The Effect of conceptual understanding and writing skills of 4th class students on project based learning approach in "electricity in our life" unit

This research has done to observe the effect of removing conceptual delusion, scientific writing skills, conceptual understanding in "Electricity In Our Life" unit on Project based learning approach of 4th class students. Sample of the research is occured two different 4th class students at the same primary school in Sivas. There are 22 students on Project based laerning trial group and 22 students on traditional teaching control group. In this research Electricity In Our Life Achievement Test (EIOLAT) that has improved by researcher and included multiple choise 35 questions with 0.83 reliability coefficient and Electricity In Our Life Concept Test (EIOLCT) with five choises open-ended questions has been used in order to identfy conceptual understanding, level of establishing relationship among concepts and misconceptions. Also in order to identfy writing skills of students scientific articles about 'transformation of electricity produced in hydro-electric power plant to light with bulb in our houses' has been used. In quantitative research part pre-test post-test unpaired control group half experimental figure has been used, in analysing qualitative datas content analysis method has been adopted. At the end of the research; it is seen that project based learning approach is more effective than traditional teaching approach on conceptual understanding, removing misconceptions and writing skills of students. Also it is extrapolated that female students are more successfull than male students on Project based learning approach. Key words: Project based learning, traditional teaching, conceptual understanding, misconceptions, science and technology