Introduction
In our country, secondary education is still predominantly teacher-centered. The teacher mostly speaks in the
classroom and the method that the teacher follows, explaining the topics repeatedly depending on a course book. In
this method, teachers have the knowledge and the person who transferred, and students who receiving the
information is ineffective recipients. In many countries instead of this, containing a variety of methods ‘’studentcentered education’’ has been replaced. One of the most important characteristics of this method, students are in a
position of encouraging class participation. Students attend class and learn by trying. Teachers, instead of being the
only source of information, they are guider. (YÖK, World Bank, 1997).
In recent years, the world and in Turkey in the field of technology and educational developments occurring in
every area of the Turkish education system was influenced.(Akkoyunlu, 1996). Parallel to these developments, in
the educational system today in the primary and secondary school students’ learning-teaching process which aims to
ensure active participation is started to improve with new academic programs. Developed programs in schools with
traditional teacher-centered education is eliminated in the understanding of the constructivist, multiple intelligence,
problem solving, project based and student-centered, such as cooperative learning and science process skills based