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In this research, it was aimed to determine the effect of learning stations designed for astronomy subjects on the academic achievement of students and give an alternative method for teaching astronomy in the literature. The mixed approach in which mixed quantitative and qualitative methods were used together was preferred in the study. Among the quantitative methods, the pre-test and post-test model of the semi-experimental method was used; in addition, the protocols were applied about the method, which was used. The research was carried out with 98 seventh class students, who were under education in a secondary school located in the Eastern Anatolia Region of Turkey in the education year of 2015-2016. The quantitative data were analysed via the Astronomy Achievement Test (AAT) developed by the researchers and had 0,795 Cronbach Alpha reliability coefficient. The astronomy subjects in science lesson of the seventh class were studied with the experimental group through the learning stations; on the other hand, they were studied with the students in the control group through the activities stated in the textbook prepared by the Ministry of Education. The AAT was applied for the experimental, control groups using the pre- and post-tests, and data were analysed with the t-test. Meaningful difference was determined in AAT pre-test average scores of experimental and control groups; on the other hand, a meaningful difference was determined between the groups according to the independent samples t-test results applied with the average scores of the post-test(p<0.05). As a result of the analysis of the data gathered with the Station Observation Form (SOF), developed for the research, it was found out that the students recognise the learning stations as a technique of useful, entertaining, engaging, and easy-to-learn that enable them to learn astronomy topics effectively. Extended English abstract is in the end of  Full Text  PDF (TURKISH)  file . Ozet Bu arastirmada, astronomi konulari icin tasarlanan ogrenme istasyonlarinin ogrencilerin akademik basarilarina etkisini belirlemek ve literature astronomi ogretimi icin alternatif bir yontem sunmak amaclanmistir.  Arastirmada karma nicel ve nitel yontemlerin birlikte kullanildigi karma yaklasim tercih edilmistir. Nicel yontemlerden yari deneysel yontemin on test- son test modeli kullanilmis olup ayrica uygulanan yontem hakkinda ogrenci gorusmeleri yapilmistir. Arastirma 2015- 2016 egitim ogretim doneminde Dogu Anadolu Bolgesinde yer alan bir ortaokulda ogretim goren 98 yedinci sinif ogrenci ile yurutulmustur.  Nicel veriler icin arastirmacilar tarafindan gelistirilen ve cronbac’h alpha guvenlik katsayisi 0.795 olan Astronomi Basari Testi (ABT) kullanilmistir.  Yedinci sinif fen bilimleri dersi icerisindeki astronomi konulari deney grubu ile ogrenme istasyonlari yardimiyla, kontrol grubundaki ogrencilerle MEB’in on gordugu ders kitabinda yer alan etkinlikler takip edilerek islenmistir. ABT deney ve kontrol gruplarina on test- son test olarak uygulanarak t testi ile analiz edilmistir. Arastirmada deney ve kontrol gruplarinin ABT on test ortalama puanlari arasinda anlamli bir farklilik belirlenmisken, son test puan ortalamalari ile yapilan bagimsiz ornekler t testi sonuclarina gore gruplar arasinda anlamli bir farklilik belirlenmistir (p<0.05). Arastirma icin gelistirilen Istasyon Gozlem Formu (IGF) ile elde edilen verilerinin analizi sonucunda ogrenciler ogrenme istasyonlarini, astronomi konulari icin etkili ogrenmeyi saglayan, faydali, eglenceli, ilgi cekici ve kolay ogrenmeyi destekleyen bir teknik olarak gordukleri bulunmustur.

journal of human sciences

To determine how the effect of station technique on students’ achievement in astronomy subjects&lt;p&gt;Astronomi konularında istasyon tekniğinin öğrencilerin akademik başarısına nasıl etki ettiğini belirlemek