The effect of the web quest method on cognitive and effective variables: Reproduction, growth and development of living things

The aim of the research conducted is to investigate the effect of the webquest method used in the "Reproduction, Growth and Development in Living" unit on students' cognitive and affective variables in 7th grade science course. This research is a quasi-experimental study conducted with experimental and control groups with pre-test and post-test applications. The data were collected from students studying at a state school in Gaziantep in the 2018-2019 academic year. 65 students attending the 7th grade voluntarily participated in the study. The experimental and control groups were randomly determined. Concept Test, Motivation Scale, Media Literacy Scale, 21st Century Skills Scale, Attitude Scale and Achievement Test were used to collect data in the study. The Concept Test developed by Özyurt and Akçay (2011), consisting of both open-ended and multiple-choice questions, was used to determine students' misconceptions in the unit of reproduction, growth, and development in living things. The 21st Century Skills Scale, developed by Kang, Kim, Kim and You in 2012 and adapted into Turkish by Karakaş, was used to determine 21st century skills. In order to determine the students' motivations towards science learning, the (ÖFÖYM) scale was adapted to Turkish by Yılmaz and Huyugüzel Çavaş (2007). "Media Literacy Level Determination Scale" developed by Aydemir in 2013 was used to determine media literacy. The data of the study were analyzed with IBM SPSS 23.0 statistics package program. As a result of the research, the web adventure method has made positive contributions to the learning of concepts in the science course, which includes abundant abstract concepts in learning-teaching activities. According to the concept test posttest results in the experimental and control groups, both methods have a significant effect, but the effect on the concept learning of the students in the experimental group where the Web adventure method was applied was found to be positive and higher than the current method. At the same time, the students' academic success increased, their attitudes towards the lesson increased and their motivation increased. In addition to these, inferences were made regarding the conscious and correct use of the internet by students, and by supporting their researcher side, they contributed to their media literacy and 21st century skills were also improved.