THE EFFECT OF THE DIRECTLY REFLECTIVE APPROACH TO TEACHING THE NATURE OF SCIENCE IN SCIENCE AND TECHNOLOGY EDUCATION ON ACADEMIC ACHIEVEMENT AND SCIENTIFIC ATTITUDE

Information is constantly renewed and changed all over the world, which has reflections on all aspects of our lives. It is education that is especially influenced by the process. Various alternatives are put forward to how to teach students knowledge. One of these alternatives is teaching the nature of science. The present paper is a study on the effect of the directly reflective approach, a method used for teaching the nature of science, on students’ academic achievements and attitudes towards science. The study was based on a quasi-experimental design and conducted on one of the primary schools located in K?r?kkale. The study included a test on academic achievement designed by the researcher and the scientific attitude inventory) (Demirba? and Ya?basan, 2006) for data collection. The data were analyzed through the SPSS. The study concluded that the directly reflective approach did not have an influence on the students’ academic achievements but enabled them to maintain their scores in the scientific attitude scale. Another conclusion is that the students included in the control group tended to have lower scores in the scientific attitude scale in the course of time.