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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 1, Article 2 (Jun., 2017) |
The effects of using diorama on 7th grade students’ academic achievement and science learning skills
Hülya ASLAN EFE
Dicle University, Ziya Gökalp Education Faculty, Department of Primary Science Education, TURKEY
*Corresponding Author E-mail: hulyaaslanefe@gmail.com
Received 27 Feb., 2017
Revised 01 Jul., 2016
This study aims to investigate the effects of using diorama on 7th grade students’ academic achievement in terms of science content knowledge and science learning skills in “human being and environment relation” unit. The participants were 49 (Experimental: 25, Control: 24) 7th grade students studying during 2015-16 academic year in Diyarbakir, Turkey. An experimental design including a pre-test and a post-test was employed in the study. The data was collected through an achievement test with 30 questions and the “science learning skills” scale. The study revealed that students in the experimental group were significantly more successful than the students in the control group in term of the academic achievement. Similarly, students taught with dioramas were better in science learning skills than those taught with traditional learning method. The study has implications for science teachers to include dioramas in their teaching activities and also to provide opportunities for teachers to develop diorama making skills.
Keywords: Achievement, diorama, science education, science learning skills
