The Development of Causality Concept of Primary School Students in the Instruction of Social Studies

The purpose of the study is to identify the causality concepts of 4th., 5th., 6th. and 7th. grade primary school students' competence and knowledge levels and if there were any significant differences according to the classroom and school (socia-economic surroundings) of the students. In this study descriptive research method was used and the data was collected by quantitatively. Following results were obtained in this research. 1. The difference between the total scores of students and classroom level in causality (F(3-461)=15,707, p<.01). 2. There is a significant difference between total accomplishment according to the social-economic levels of the students (t(463)=17,101, p<.01). SUMMARY Purpose and significance: The purpose of the study is to identify the causality concepts of 4th., 5th., 6th. and 7th. grade primary school students' competence and knowledge levels and if there were any significant differences according to the classroom and school (socia-economic surroundings) of the students. Methods: In this study descriptive research method was used and the data was collected by quantitatively. In the study restricted universe was used and the sample of which was composed of 465 students for quantitative method. The means of collecting data was developed by the researcher and reliability coefficient was calculated ,89. Results: 1. The average of students total accomplishment scores in causality concept with respect to the level of the classroom; in 4 th grade students X =21,86, in 5 th grade X =25,88, in 6 th grade X =25,83 and in 7 th grade X =28,67. The difference between the total scores of students and classroom level in causality (F(3-461)=15,707, p<.01). There is a significant difference between 4th. grade students and 5th., 6th and 7th grade students. It is in second group students' favour. 2. There is a significant difference between total accomplishment according to the social-economic levels of the students (t(463)=17,101, p<.01). It is in students' favours that belong to high social-economic level. Discussion and Conclusions: It is seen that the development of the concept of causality by grades in children is as 4-6-5-7. The finding of the research can be claimed to be in accordance with the age averaging in the classification made by Piaget (1969), when the development of causality is under consideration. The 4 th -grades are at 10 age-group and they have the lowest average. Charles (2003) states that children in the age-group of 8-11 are in the third developmental stage of causality. Accordingly, 4 th