Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.52, sa.240, ss.3083-3112, 2023 (Scopus)
Life studies course helps students to understand social and societal events by providing various information along with sections from life. Effective teaching of this course is important for the peace and future of the society. Although the life studies course is usually taught using a textbook, there are other materials that can be used in this course. Children’s picture books are one of the original materials that can be used in these lessons. The use of interactive reading method in the process of reading these books to children will increase the effect of the books and facilitate teaching. In this study, the effect of the use of interactive reading method in the Life studies lesson on the attitudes of primary school 3rd grade students towards the Life studies lesson and the environment was examined. The research has the nature of quantitative research and a quasi-experimental design was used. Participants in the study were determined using easily accessible case sampling. In this direction, the study group of the research consists of 72 third-year students studying in a public school in Kocaeli Province DilovasI District and taking part in A, B, C branches. Primarily, the Environmental Attitude Scale and the Life Science Lesson Attitude Scale were applied to the students forming the study group. As a result of the analysis, it was concluded that the attitudes of the students towards the environment and the attitudes towards the life studies course were equivalent. For the research materials, 6 acquisitions for environmental awareness in the Life studies course curriculum and 6 children’s picture books related to these acquisitions were determined. The determined books were applied to the A branch with the interactive reading method and to the B branch with the traditional reading method. On the other hand, the C branch covered the relevant learning area and achievements with the life studies textbook. After the implementation process, which continued in three branches and lasted for a total of five weeks, the attitudes of the students were determined again by using the Environmental Attitude Scale and the Life Science Attitude Scale. As a result of the research, it was seen that the life studies lessons taught with the interactive reading method improved the attitudes of the students towards both the environment and the life studies lesson; It was concluded that there was no significant change in the group using traditional reading and textbooks. Based on this, it can be said that interactive reading is an effective method that can be used in life studies lessons.