Abstract
The purpose of this research is to investigate the effect of network-based teaching on the problem-solving skills of high school first year students and their attitudes towards science. For the purpose of the research, a website has been developed which aims to attain the goals and behaviours of the “Cell Division” unit from the high school first class biology curriculum by the researcher. While developing the pages on the website, attention was paid to supporting the collaboration inherent in network-based education, accessing visual and auditory records, enabling student-student and student-teacher interaction and so on. The research was carried out as an experimental study in accordance with the "control group pre-test-post-test model". In the research, network-based teaching was used in the experimental group and traditional teaching methods were used in the control group. The research was carried out on 64 students studying in a high school in the city centre of Izmir (NExperiment =32, NControl =32). "Problem Solving Inventory" adapted in Turkish by Şahin, Şahin and Heppner (1993) as a data collection tool in the research, "Attitude Scale towards Science" and "Personal Information Form" developed by Baykul (1990) were used. In the analysis of the data, t-test was used to determine the significance of the difference between the experimental and control groups. As a result of the research; it was determined that network-based science teaching significantly improved students' problem-solving skills compared to traditional teaching and positively affected their attitudes towards science.

Key words: Network-based teaching, problem solving skill, attitude