The Effect of Cooperative Story and Poster Practices on Science Teacher Candidates’Academic Achievement

In this study, it was aimed to determine the effect of cooperative story and cooperative poster applications on science teacher candidates’ academic achievements in lens. in the research,quasi-experimental design with pretest-posttest comparison groups was adopted. the research was conducted with 62 science teacher candidates studying at atatürk university in the fall semester of the 2018-2019 academic year. 31 of the teacher candidates were randomly assigned to the experiment group-1, where cooperative story application was performed, and 31 to the experiment group-2, where cooperative poster application was performed. academic achievement test and story and poster evaluation rubrics were used to collect the data. since the data were determined the normality criteria, dependent sample t-test, independent samples t-test and regression analysis were used in data analysis. as a result of the research, it was determined that cooperative story and cooperative poster applications significantly increased the academic achievements of teacher candidates. it was determined that there is no significant difference between the academic achievements of pre-service teachers who took cooperative story and cooperative poster applications. there is no statistically significant difference between teacher candidates’ story and poster scores. it was determined that story and poster studies are a significant predictor of the academic achievements of teacher candidates.