THE EFFECT OF MODEL-BASED SCIENCE TEACHING ON 6TH CLASS STUDENTS' SCIENCE ANXIETY AND THEIR ASSOCIATIONS BETWEEN THE SCIENCE CONCEPTS AND DAILY LIFE

The purpose of this study is to investigate if the modeling-based science teaching makes a difference in students' science anxiety and in their associations between the science concepts and daily life. The study was carried out with a total of 65 students in the 6th grade of a state secondary school in Muratpa？a, Antalya. In the quantitative part of the study, the Science Anxiety Scale was used. In the qualitative part, the Daily Life Association Test was used. For the analysis of the quantitative data obtained from the study, Single Factor Covariance Analysis was used. Qualitative data were analyzed descriptively and content-wise according to the phenomenological approach. In the quantitative findings of the study, there was no difference between the control and experimental groups in terms of the science-related anxiety levels whereas in the qualitative findings, it was found that the experimental group's level of association between science concepts and daily life was higher than the control group's