The aim of this study was to examine the effects of slow motion and digital concept maps used in science lessons on primary school 3rd-grade students’ science attitudes and metacognitive awareness levels. A quasi-experimental design with a pretest-posttest control group was used. Within the scope of the study, two of the three groups determined by unbiased assignment were experimental groups and one was the control group. In one of the experimental groups (EG-1), science lessons were carried out using the slow motion technique, while digital concept mapping was applied for the other experimental group (EG-2). In the control group (CG), textbooks were followed in accordance with the science course curriculum. A total of 67 students participated in the study, with 21 students in EG-1, 25 students in EG-2, and 21 students in CG. Data were collected with the help of the Science Attitude Scale and Metacognitive Awareness Scale. ANOVA and ANCOVA were used in the analysis of data. According to the findings, both the attitude and metacognitive awareness scores of students in the EG-1 and EG-2 groups increased in the posttests. In addition, comparisons between the groups showed that digital concept maps were more effective than slow motion. Based on the results obtained, it can be suggested that further studies be carried out in different science units to evaluate the limitations of slow motion.

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