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The Impact of A Modeling Technique on Teaching The Skill Of Time And Chronology

The social sciences are a subject area that has posed difficulties for learners and has been criticized as including too many abstract topics. Creating a learning environment that provides a fun factor has been suggested as a preferred way to engage students in the subject. With this in mind, this study aimed to determine whether a modelling process was effective for teaching the skill of “Time and Chronology” to 7th grade elementary students, applying an experimental method within the framework of a quantitative approach. A pilot study was conducted with 26 students, followed by the actual experimental stage that was carried out with 62 7th graders: 31 in the experimental group and 31 in the control group. In line with the research problem, a pre-test and post-test design was applied to collect the data, which were then analysed via the SPSS program. In light of the findings, it was determined that the students in the experimental group, who were taught with the modelling process, were more successful than the control group students, who were taught according to a teacher-centred method.

Modelling, Social Sciences, Science in Time, Time and Chronology, Skill


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