The effects of predict-explain- observe- explain method on fourth grade students' academic achievement, scientific process skills and attitudes towards science within science course

In this study, the effects of Predict-Explain-Observe-Explain method on fourth grade students' academic achievement, scientific process skills and attitudes towards science within of science course was examined. The sample of the research was the 4th grade students in Cemal Gürsel Primary School located in Elazığ province center in 2016-2017 academic year. Pre-test and post-tests were applied to control and experimental groups at the begining and end of study designed as semi-experimental study and unequal control group. In order to determine the academic achievements of the control and experimental groups, the academic achievement test was used prepared by the researchers in the research. Moreover, 31-item basic skill scale was used to determine the scientific process skills of students and 15 item "Attitude Scale for Science Lesson" was also used to measure the attitude. Independent sample t test and paired sample t tests were used to analysis pre-test and post-test results of academic achievement test, scientific process skills test and attitude toward science. .05 level of significance was accepted for interpretation of the data. The post test results of the academic achievement test showed that there was a statistically significant difference between the experimental group and the control group. Similarly, the post test results of the scientific process skills test showed that there was a statistically significant difference between the experimental group and the control group. However, there were no differences between two groups based on students' attitudes towards science lessons. This situation can be attributed to the fact that the research process is not competent enough to lead to a change of attitude of the students.