Comparing with Problem and Cooperative Based Learning Method Applied in Primary Schools on The Success of The Students

This study is made in order to compare the success of the students, their interest to the Science Lectures and their ability of remembering the things on the effects of their levels due to the Techniques of teaching Sience Lectures with Problem-based Learning (PBL) and Cooperative-Learning (CL). The central place of the research is the primary schools in Konya. For example, in Vali Çetinkaya Primary school, a study which has been operated by 7th grade students is conducted through the implementation of pretest-final test and reminder test. The unit titled ‘Journey to the Inner Structure of Item’ has been taught in 7th grade students for 5 weeks time and in order to carry out our research, this unit is taught with the help of CL in one of the classes while teaching the same unit with PBL to the other class. A test is used to determine the students’ level of success. This test's reliability exponent is Cronbachα =0.823 and it consists of 30 questions. In addition to this, a behavior scale (α=0.786) which consists of 30 sections is used to determine the students’ perspectives to science. In research; the students’ scores from pre-experiment and final test and the reminder test which has been implemented ten weeks later after the lesson and their perspectives to science are evaluated as dependent variable, the implemented teaching methods are evaluated as independent variable.At the end of the research, the datas which deal with the level of success and attitudues to science are compared by using SPSS and t-test. In final research, it is concluded both methods which have been implemented have similar effects on students’ success but PBL creates a positive result compared to the CL method in terms of attitude. Moreover, the scores of the reminder test which has been implemented 10 weeks after the lesson suggests that There is a significant difference between the posttest and recall test achievement scores of the students in the group with CL method (p<0.05). This result shows that students who teach lessons with the CL and PBL method have forgotten some of what they have learned for 10 weeks. In conclusion, it is agreed that there is no appreciable difference between PBL and CL in terms of level of success. But both methods are affected positively in science education.