THE EFFECTIVINES OF CONTEXT-BASED REACT STRATEGY ON SIXTH GRADE STUDENTS' ACADEMIC ACHIEVEMENT AND SCIENTIFIC LITERACY

The aim of this study is to see the effectiveness of context-based REACT strategy on 6th grade students' scientific literacy and academic achievement. In the study, experimental design with pre-test, post-test control group was used. In the experimental group, lessons were tailored to the context-based REACT strategy; in the control lessons are processed according to constructivist approach. The sample the study was consisted of 6th grade 58 students from which 28 in experimental group, 30 in control group at one of elementary schools. In the study, "Scientific Literacy Scale" and "Academic Achievement Scale" were used as data collection tools. It was determined that in contrast to control group, there was a significant mean difference between the pretest and posttest scores of the experiment group in which the context-based REACT strategy was applied. When the academic achievements were compared, it was found that there was a significant difference in favor of the experimental group