Abstract
THE EFFECTS OF THE METHODS USED IN TEACHING THE CONCEPTS OF THE "SUBSTANCE AND CHANGE" UNIT TO ACADEMIC SUCCESSFUL: A META ANALYSIS STUDY
The topic of matter, which is included in the field of "matter and change" in the curriculum of life sciences, forms the basis of the field of chemistry. Considering that the concepts have begun to be constructed in children's minds from early ages; learning of the concept at early ages is of great importance in terms of learning the related concepts and topics at a later stage. Since the matter is an abstract subject, there are a lot of researches in the literature about how different methods and techniques are employed to be embodied. As a result of the work being done, the knowledge that learning, often cognitive development is at the level of knowledge and comprehension, practice and even higher steps cannot escape is surprisingly confronted. his result clarifies that problems associated with the introduction of many high-level skills such as research-questioning, creative thinking, critical thinking, etc., which are included in life science to students are even though different teaching methods and techniques are used. In this context, it is necessary to classify, analyze and synthesize the trends and research results of these applied research studies in order to provide clear suggestions about future research, practices and policies on the subject field. The purpose of this study is to conduct Meta-analyze is study to determine the effects of the methods used in teaching the concepts of "Matter and Change" unit. For there search, studies that examined the success of the methods used in the study to teach the substance unit at these contrary level in Turkey between 2000-2016 were searched from the literature. Thirty-three studies with the specified criteria aware identified as the sample. The effect values were calculated with the help of the data obtained from the studies and the relation between these values was compared with the Kruskal Wallis H test. At the end of the study, there was no significant difference between the methods used and student achievement. It was ended with suggestions made to work.
Keywords
Meta analyze, Success, Substance, Learning methods
