This study mainly aims to determine the effect of layered curriculum on problem solving skills of students in science and technology course. The study group of the research is the 6th grade students of an elementary school in the center of Malatya. The mixed method, which includes quantitative and qualitative research patterns, was used. In the quantitative dimension of the study; in order to find the answers for the1st, 2nd and 3th sub problems, the study group consists of 60 students, 30 in the experimental group and 30 in the control group. In the quantitative dimension, “The Problem Solving Skills Test” which is developed by the researcher has been used. In the study, the qualitative data have been collected during the application by quoting from the students’ diaries and researchers’ diaries and after the application by using semi structured interview forms and examining documents. To analyze the quantitative data t-test was used and to analyze the qualitative data, descriptive analysis and content analysis were used. The study, while significant differentiation has not been observed between point average of control group students in pre-test problem solving skills and post-test point average; there has been a significant differentiation in favor of the post-test between point average of experimental students pre-test and post-test problem solving skills. Experimental group students encountered problems particularly in B and A layers during the period they performed Layered Curriculum activities. Also, there has been a significant differentiation in favor of the experimental group between experimental group students who were subjected to the Layered Curriculum activities and control group students who continued the existing curriculum. It was concluded that, experimental group students took responsibility in Layered Curriculum activities both individually and within a group, and used their problem solving skills when they face a problem.
Layered, layered curriculum, education, problem, problem solving skills