Çeken, RamazanTezcan, Ramazan2025-03-232025-03-2320112147-9844https://hdl.handle.net/11486/2491This study comprises 48 students at 7 grade attending at Izmir Menemen Tevfik Fikret Elementary School in 2007. The study has pre and post test design. Two teacher centered teaching methods were administered to the experimental and conrol groups. The physical and chemical changes were taught to the experimental group using videos and in the control group the concepts are taught to students using classroom discussion. The pre end post examination tests were given to understand the success levels of the both groups. Such multiple choice test includes items regarding daily life. At the end of this research it is understood that there is not any meaningful diferences between both groups considering the teacher centred teaching methods. This result is very critical of how two active learning strategies such as video-based and discussion methods could be an expository learning tool, which refers to teacher-centered teaching strategiesBu çalisma 2007 yili subat ayinda Izmir Menemen Tevfik Fikret Ilkögretim okulunda yedinci sinif düzeyindeki 48 ögrenciyi kapsamaktadir. Ön test son test kontrol gruplu desene sahip bu çalismada, ögretmen merkezli iki ayri yöntemin ögrencilerin basari düzeyine etkisi incelenmistir. Çalisma ile fiziksel ve kimyasal degismeler deney grubuna video sunumu ile kontrol grubuna ise sinif tartismasi yöntemi ile ögretilmistir. Ögrencilerin basari düzeyleri çoktan seçmeli ve güncel yasamdan örnekleri içeren ön ve son testlerle tespit edilmistir. Çalisma sonucunda ögretmen merkezli olan her iki yöntemin ögrenci basarisinda anlamli bir farkliliga sebep olmadigi sonucuna ulasilmistir. Bu sonuç teknolojinin kullanildigi yöntemler ile ögrencilerin aktif roller üstlendigi yöntemlerin, ögrenme-ögretme sürecinde nasil geleneksel hale gelebildiginin ortaya konulmasi açisindan önem tasimaktadir.trinfo:eu-repo/semantics/openAccessScience and Technology EducationActive LearningPrimary EducationArticle191221228