“…On the other hand, when the studies investigating the effect of student-centered teaching applications in Turkey on the motivation toward science learning were examined, it was observed that different results were found. When the literature was reviewed, it was determined that cooperative learning models integrated with educational games (Yıldız, Şimşek, & Ağdaş, 2017), science experiments (Akıllı, Keskin, & Ay, 2017), cooperative learning (Doğru & Ünlü, 2012), educational games (Yenice, Tunç, and Yavaşoğlu, 2019), concept cartoons (Ayhan, 2017), project-based learning (Işık & Gücüm, 2013), problem-based learning supported with concept cartoons (İnel 2012), life-based learning (Demir, 2019), problem-based learning (Tekin, 2020), STEM (Yıldırım & Selvi, 2017), blended learning (Pesen & Oral, 2016;Meriçelli & Uluyol 2016), science notebook (Bıyık, 2016) and information graphs (Boyacı, 2019) positively affected students' motivation toward science learning. On the other hand, there are also studies in the literature stating that learning strategies and methods such as problem-based learning (Tekin & Yıldırım, 2020), blended learning (Gürdoğan and Bağ, 2019), technologically supported learning (Develi, 2017), material and experiment activities (Aytekin, 2018), REACT Strategy (Karaş & Gül, 2019), concept cartoons (Şahin, 2019, scientific stories supported by concept cartoons (Yılmaz, 2013), slow-transition animation technique (Çamloğlu, 2014;Pak, 2020) and STEM (Büyükpastırmacı, 2019;Parlakay and Koç, 2020) were found to have no effect on the students' motivations toward science learning.…”