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Abstract
In this study, it was aimed to investigate to what degree the storyline method had an effect on basic concept knowledge levels of six-years-old children. For this purpose, an educational implementation sample based on storyline method which was designed for increasing the concept knowledge of six-years-old children was prepared. Experimental research design was used in the study. The study group of this study was composed of 39 children at the age of six who were enrolled in a Ministry of National Education (MONE) Kindergarten at Kırşehir province in 2009-2010 educational year. As for the data collection tool, the reviewed form of “Bracken Basic Concept Scale” was used in order to measure concept developments of the children. The educational activities prepared by means of storyline method were implemented for eight weeks by the researcher. In order to test the significance of the difference between the pre-test and post-test scores of the experimental and control groups and the significance among the pre-test, post-test and permanency test results of the experimental group, non-parametrical statistical methods were used. Permanency test was implemented four weeks later than the post-test and the results of these tests were also analyzed by means of non-parametrical statistical methods. At the end of the study, a significant difference was found between the experimental group in which the activities based on storyline method which were prepared in order to increase the concept knowledge of the children and the control group in which the activities taking place in their daily educational plans were implemented in terms of the sub dimensions of Bracken Basic Concept Scale and total test scores in favor of the experimental group.
