Developing, Implementing and Evaluating of a Web Designed Science Material

The purpose of this study was to investigate the effects of web-supported and traditional instruction approach ingluding science achievement and cognitive development in primary seventh class students. in addition, changes on students’ attitudes towards science lessons in two groups were compared in the end of the study. the sample of this study consists of total 100 students at the primary school of yomra town in trabzon. at the beginning of study, achievement test (at), science attitude scale (sas) and concept map attitude scale (cmas) were treated to the two groups as pre-tests. also, the same data collecting tools were applied to each group at the end of the study. in conclusion, students’ achievement increased by 12% in favour of experiment group at (p<0,05). although cognitive development at knowledge level of cognitive domain was 32,2% in the experiment group and 29.2% in the control group, this development at comprehension level was 39,16% in the first group and 21.5% in the second group, respectively. these results revealed that general student achievement increased at similar ratios in both groups. in terms of the results obtained from attitudes scales, it was seen that the students found in the two groups did not show a positive change towards science lesson.