The Effect of Educational Science Education Method on Academic Achievement and Problem Solving Skills in the 6th Primary Students of a District in a City of Yazd

Subject Areas : Research in Curriculum Planning

alimohamad okhovat ¹ , Gholam Reza Ahmadi ² , Ahmad Ali Foroughi Abari ³

1 - Phd student, Curriculum Planning, Islamic Azad University of Isafahan (khorasgan), Isfahan, Iran.
2 - Assistant Professor, Curriculum Planning, Islamic Azad University of Isafahan (khorasgan), Isfahan, Iran.
3 - Professor, Curriculum Planning, Islamic Azad University of Isafahan (khorasgan), Isfahan, Iran.

Received: 2016-02-03 Accepted : 2017-07-05 Published : 2017-11-22

Keywords: problem-solving skills, education, Academic Achievement, Teachings science Based on of Research Oriented Methods,

Abstract :

The purpose of this study was the evaluate of theeffect inveness of teaching based on research oriented on school achievementand problem solving skill. The research method was quasa exprimental. Thepopulation consisted of all 6th grader students and the sample was anelementary school which randomly was selected. Among all 6th grader students 30students who were ready to participate in this study were randomly divided totwo experimental and control group. The instruments included standardquestionnaires and problem-solving skills Heppner and CRASKOF (Heppner, 1988)and test scores in science class teacher and the validity of alpha valuesbetween 0.72_ 0.85 and subscales (0.72.PC ,0.84 AA, 0.85 PSC) and 0.90 For theoverall scale and reliability through Cronbach's alpha in the range 0.83 to0.89 calculated. The validity of teacher-made tests regarding the number ofscience teachers and one who teaches history of science at the University ofeducators were determined. To determine the reliability of the test with ahistory of two teachers and science education experts were asked toindependently test 20 sheets of papers to correct. Agreement coefficient wascalculated between two corrector 0.87 Both group completed HEPS and CRASKOFproblem solving questionnaire and the science test as pre- test. Theexperimental group received 24 sessions of teaching science based on researchoriented method, while the control group were taught through traditionalmethod. Then both group received problem solving skill test and the sciencepost test. The data were analyzed using (SPSS19) T-test and CO-variance. Thefinding indicated that the experimental group in both school achievement andthe ability of problem solving were significanty better than control group.

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