The Effects of Reflective Thinking Activities in Science Course on Academic Achievements and Attitudes toward Science

Abstract

The aim of this study is to analyse the effects of reflective thinking activities of 5th graders in
science classes on academic achievement and attitude. The study was conducted with 62 fifth graders attending a
state elementary school in the centre district of Hatay in Turkey. Experimental group consist of 26 students and
control group is 36. The science achievement test and the attitude scale was used. Reflective thinking activities
were applied to the experimental group. Results indicate that reflective thinking activities increase students
academic achievement in science course and they affect positively students’ attitudes towards science course