Current educational approaches require educators to find and employ those instructional methods and techniques that maximize learning. However, it is commonly known that teachers usually use those instructional methods and techniques based on passive student roles. Nevertheles, students need to express, discuss their own views and to listen to the others’ views so that those instructional method and instructions as well as learning-teaching activities that provide opportunities for these acts are required (Braun & Müller, 2006; Leppin at al., 2000; Hickmann, 1996; Meier, 1996).

Learning stations is a part of the idea of wheel. The idea of wheel is borrowed from sports science. Therefoe, the learning wheel including learning stations and practice wheel was firstly used in training activities within sports science. Circuit training was developed by Morgan and Adamson (1952) in England. Different stations were designed so as to be used by sportsmen in a fixed order or by their own choice (Wiechmann, 2006; Judith, 2002; Tobler&Stratton, 1997; Wrede, 1996).

Learning in groups is valuable for students. One of the most beneficial features of learning stations is that it offers groups based on students with distinct ability levels, needs and learning styles. Each student in the group is provided with opportunity to interact with other students and to share equipment, knowledge and skills. Moreover, while group members are responsible for a certain part of the topic, they all contribute to the work at hand. Learning stations have basic characteristics such as shared responsibility among group members, learning the interpersonal communication, shared leadership, feedback provided by teachers and students’ evaluation of group effectiveness (Duvinage, 2006; Berck, 1999; Bauer, 1997; Faust-Siehl, 1989).

The role of teacher in this context is that of organizer and when necessary, that of faciliatator and of complementing. In other words, learning in this context is based on the principle of self-learning (Judith, 2002; Meier, 1996).

The purpose of this study is to determine the achievement level of the elementary school 6^th graders in the unit “cell” in science and technology course.

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