Abstract

The aim of the study is to determine the teaching method which is based on constructive approach has
impact on student’s academic achievement and retention of knowledge. The participants of this study were 89, third
year elementary science education teacher candidates that receive education in Science Education Department of
Gazi Education Faculty at Gazi University at 2007–2008 fall semester. In this study, semi-experimental method was
used. KR–20 was used for reliability analysis and validity of test the opinions of an expert were taken. The
reliability value of the test was found as KR–20 = .82. Result of this study, no significant difference between
experiment and control group’s pre-test scores was found (p= .189). However a meaningful difference was found
between the scores of post test and retention test (p= .000).

Key words: constructivist approach, science education, academic achievement, retention