The purpose of this study was to in

The purpose of this study was to investigate Turkish primary students’ scientific process
skills under the theoretical framework of cognitive domain. The sample set consisted of
306 sixth and seventh grade students from public, private, and bussed schools. The
Turkish Integrated Process Skill Test was used to measure scientific process skills, and the
findings showed generally low scores. However, results indicated significant differences
between sixth and seventh grade students at private and public schools. In addition,
significant differences emerged among sixth grade students at each school type. Private
school students had higher scores compared to public and bussed school students.
Similarly, a significant difference was determined between sixth grade students at public
and bussed schools. At the seventh grade level, private school students scored significantly
higher than students at public and bussed schools. These differences are explained and
discussed under the framework of cognitive domain and possible reasons for science
achievement are identified.

The purpose of this study was to investigate Turkish primary students’ scientific process 
skills under the theoretical framework of cognitive domain. The sample set consisted of 
306 sixth and seventh grade students from public, private, and bussed schools. The 
Turkish Integrated Process Skill Test was used to measure scientific process skills, and the 
findings showed generally low scores. However, results indicated significant differences 
between sixth and seventh grade students at private and public schools. In addition, 
significant differences emerged among sixth grade students at each school type. Private 
school students had higher scores compared to public and bussed school students. 
Similarly, a significant difference was determined between sixth grade students at public 
and bussed schools. At the seventh grade level, private school students scored significantly 
higher than students at public and bussed schools. These differences are explained and 
discussed under the framework of cognitive domain and possible reasons for science 
achievement are identified.

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The purpose of this study was to investigate Turkish primary students’ scientific process skills under the theoretical framework of cognitive domain. The sample set consisted of 306 sixth and seventh grade students from public, private, and bussed schools. The Turkish Integrated Process Skill Test was used to measure scientific process skills, and the findings showed generally low scores. However, results indicated significant differences between sixth and seventh grade students at private and public schools. In addition, significant differences emerged among sixth grade students at each school type. Private school students had higher scores compared to public and bussed school students. Similarly, a significant difference was determined between sixth grade students at public and bussed schools. At the seventh grade level, private school students scored significantly higher than students at public and bussed schools. These differences are explained and discussed under the framework of cognitive domain and possible reasons for science achievement are identified.

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Tujuan dari penelitian ini adalah untuk menyelidiki proses ilmiah Turki siswa sekolah dasar
'keterampilan di bawah kerangka teori dari domain kognitif. Sampel set terdiri dari
306 keenam dan ketujuh siswa kelas dari masyarakat, swasta, dan bussed sekolah. The
Turkish Terpadu Proses Keterampilan Tes digunakan untuk mengukur keterampilan proses ilmiah, dan
temuan menunjukkan skor umumnya rendah. Namun, hasil menunjukkan perbedaan yang signifikan
antara keenam dan ketujuh siswa kelas di sekolah swasta dan publik. Selain itu,
perbedaan yang signifikan muncul di antara siswa kelas enam di sekolah masing-masing jenis. Pribadi
siswa sekolah memiliki skor yang lebih tinggi dibandingkan dengan masyarakat dan bussed siswa sekolah.
Demikian pula, perbedaan yang signifikan ditentukan antara siswa kelas enam di masyarakat
dan bussed sekolah. Pada tingkat kelas tujuh, siswa sekolah swasta mencetak secara signifikan
lebih tinggi daripada siswa di publik dan bussed sekolah. Perbedaan ini dijelaskan dan
dibahas dalam kerangka domain kognitif dan kemungkinan alasan untuk ilmu
prestasi diidentifikasi.

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