Influence of the Technology and Project Supported Thinking Journey on 11th Grade High School Students' Academic Self Concept

The purpose of the present study was to examine the influence of the electricity subjects taught with the Technology and Project Supported Thinking Journey on high school students’ Academic Self Concept. The study was conducted with a total of 68 11 th grade high school students from two different science classes. The control and experimental groups were selected at random. Experimental group were taught using the Technology and Project-Supported Thinking Journey, while in the control group were taught with teachercentered methods. To collect data, Academic Self Concept scala as pre-test and post-test and a semi-structured interview form were used. The data were analyzed with dependent and independent group’s t test. Findings suggest that students who had access to the Technology and Project Supported Thinking Journey scored higher on the post- tests and the experimental group students were satisfied with the applications. However, they reported that the present system of university placement exam made it difficult to apply this learning approach and caused them to become exhausted and miserable.