Duygusal zekâ temalı etkileşimli ortamın ortaokul öğrencileri üzerindeki etkileri ve ortam hakkında öğrenci görüşleri
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Date
2020
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Hatay Mustafa Kemal Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Bu araştırma ile duygusal zekâ destekli çevre eğitim yazılımının öğrenme süreçlerine etkisinin belirlenmesi amaçlanmıştır. Bu amaca yönelik olarak geleneksel metotlarla çevre eğitimi verilen kontrol grubu oluşturulmuş ve böylece duygusal zekâ destekli çevre eğitiminin etkisinin daha net belirlenmesi amaçlanmıştır. Nicel ve nitel yöntemlerin beraber kullanıldığı karma yöntemde olan araştırma, ön test-son test kontrol gruplu yarı deneysel modeldedir. Nicel verilerin toplanmasında çevresel davranış, çevresel tutum, çevre başarı testi ve Bar-On duygusal zekâ ölçeği çocuk ve ergen formu (EQ-i(YV)) ölçekleri, nitel verilerin toplanmasında ise yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın örneklemi Hatay ili Kırıkhan ilçesinde 5.sınıfta öğrenim gören 56 deney grubu ile 52 kontrol grubu öğrencisinden oluşmuştur. Araştırmadan elde edilen verilerin analizi SPSS.25 programında analiz edilmiştir. Verilerin yorumlanmasında Betimsel İstatistikler, Bağımsız Gruplar t Testi, Kovaryans analizi, Korelasyon analizi kullanılmıştır. Elde edilen bulgularda deney grubunun duygusal zekâ, çevresel davranış, çevresel akademik başarılarında anlamlı değişimler olduğu belirlenirken çevresel tutum puanlarında anlamlı bir değişim saptanmamıştır. Ayrıca çevresel tutum ile çevresel davranış arasında, çevresel davranış ile duygusal zekâ arasında, çevresel tutum ile duygusal zekâ arasında, çevresel akademik başarı ile çevresel tutum arasında anlamlı ilişkiler olduğu belirlenmiştir. Öğrenci görüşlerinden elde edilen bulgulara göre ise çevre eğitim yazılımının eğitim sürecini kolaylaştırdığı, dersi eğlenceli hale getirerek derse ilişkin motivasyonu artırdığı saptanmıştır.
In this research, it is aimed to state the process of the environmental education software supported by emotional intelligence. For this purpose, a control group, which was given an environmental education with the traditional methods, had been established and thus it is aimed to clarify the effect of the environmental education supported by emotional intelligence. The research is in a mixed method which quantitative and qualitative methods are used together, pre-test-final test is in a control group semi-experimental model. The collection of quantitative data environmental behavior, environmental attitude, Environmental Achievement Test and Bar-On Emotional Intelligence Scale the child and adolescent form (EQ-i: YV)) scales, for the collection of qualitative data semi-structured interview form was used. The sample of the research is formed of 56 experiment group and 52 control group of students who are from Kırıkhan/ Hatay. The analysis of the data obtained from the research is analyzed through SPSS.25 program. Descriptive statistics, independent sample t test, dependent sample t test, coveriance analysis, correlation analysis are used in interpretation of the data. In these findings, while some dramatic changes is observed in the experiment group in terms of emotional intelligence, environmental behaviour, environmental academic achivement; no significant change is found in environmental attitude scores. Besides, a meningful relationship is identified between environmental attitude and environmental behaviour, environmental behaviour and emotional intelligence, environmental attitude and emotional intelligence, environmental academic achievement and environmental attitude. According to the findings which are obtained from the students perspectives, it is stated that the environmental education software eases the process of learning and improves motivation by making the courses more fun. Key Words : Environmental education, computer aided education, emotional intelligence
In this research, it is aimed to state the process of the environmental education software supported by emotional intelligence. For this purpose, a control group, which was given an environmental education with the traditional methods, had been established and thus it is aimed to clarify the effect of the environmental education supported by emotional intelligence. The research is in a mixed method which quantitative and qualitative methods are used together, pre-test-final test is in a control group semi-experimental model. The collection of quantitative data environmental behavior, environmental attitude, Environmental Achievement Test and Bar-On Emotional Intelligence Scale the child and adolescent form (EQ-i: YV)) scales, for the collection of qualitative data semi-structured interview form was used. The sample of the research is formed of 56 experiment group and 52 control group of students who are from Kırıkhan/ Hatay. The analysis of the data obtained from the research is analyzed through SPSS.25 program. Descriptive statistics, independent sample t test, dependent sample t test, coveriance analysis, correlation analysis are used in interpretation of the data. In these findings, while some dramatic changes is observed in the experiment group in terms of emotional intelligence, environmental behaviour, environmental academic achivement; no significant change is found in environmental attitude scores. Besides, a meningful relationship is identified between environmental attitude and environmental behaviour, environmental behaviour and emotional intelligence, environmental attitude and emotional intelligence, environmental academic achievement and environmental attitude. According to the findings which are obtained from the students perspectives, it is stated that the environmental education software eases the process of learning and improves motivation by making the courses more fun. Key Words : Environmental education, computer aided education, emotional intelligence
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Keywords
Eğitim ve Öğretim, Education and Training, Çevre eğitimi, bilgisayar destekli eğitim, duygusal zekâ
