Animasyonların çocuğun epistemolojik gelişimine etkisi
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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 araştırmanın amacı; animasyon filmlerinde geçen bilgi türlerinin ortaokul 6. sınıf öğrencilerinin bilgi türlerini öğrenme becerilerine etkisini incelemektir. Bu amaç doğrultusunda 2019-2020 eğitim-öğretim yılında Gaziantep ilinin Oğuzeli ilçesinde bulunan ve tam gün eğitim veren bir devlet ortaokulunun 6. sınıfında öğrenim gören 70 öğrenciyle yapılan araştırma karma yöntem yaklaşımlarından iç içe gömülü desene göre modellenmiştir. Araştırmaya katılan öğrencilerin 24'ü animasyon filmlerinin izletildiği deney grubunda, 23'ü çocuk filmlerinin izletildiği plasebo grubunda, 23'ü ise Türkçe derslerinin müdahalesiz işlendiği kontrol grubunda bulunmaktadır. Araştırmada nicel verilerin yanında öğrenci ve araştırmacı deneyimlerine ilişkin nitel veriler de toplanmıştır. Bu araştırmada deneysel müdahale sürecine nitel veriler dâhil edilmiştir. Çalışmanın nicel boyutu ön test, son test, kalıcılık; deney, kontrol ve plasebo gruplu 3x3'lük yarı deneysel desene göre, nitel boyutu ise durum çalışmasına göre desenlemiştir. Araştırmanın nicel verileri, araştırmacı tarafından geliştirilen Bilgi Türleri Ölçme Aracı ile nitel verileri ise Bilgi Cümlelerini Bilgi Türlerine Göre Değerlendirme Formu, Yarı Yapılandırılmış Görüşme Formu, Öğrenci ve Araştırmacı Günlüğü ile toplanmıştır. Deneysel işlem süreci ön test ve son testlerin uygulanmasıyla birlikte 12 hafta sürmüştür. Araştırmada deneysel işlemin bitimi ile son test uygulamasını takip eden 6. haftada kalıcılık testi uygulanmış ve ölçümleri alınmıştır. Tüm ölçme uygulamaları üç gruba da eş zamanlı bir şekilde uygulanmıştır. Araştırmada nicel verilerin analizi SPSS 23.0 programı ile yapılmış, nitel verilerin analizinde ise içerik ve doküman analizi teknikleri kullanılmıştır. Araştırmadan elde edilen sonuçlara göre, animasyon filmi izleyen öğrencilerin ön test ve son test puanları arasında son test lehine anlamlı bir farklılık olduğu belirlenmiştir. Deney, kontrol ve plasebo gruplarının son testlerinde deney grubu lehine anlamlı bir fark olduğu tespit edilmiştir. Deney grubunun son test ve kalıcılık testi arasında anlamlı bir fark olmadığı belirlenmiştir. İstatistiksel açıdan animasyon filmlerinin 6. sınıf öğrencilerinin bilgi türlerini öğrenmeleri konusunda anlamlı ve kalıcı bir etkisinin olduğu sonucuna ulaşılmıştır. Ayrıca deney grubundaki öğrencilerden uygulama sırasında öğrenci günlükleri ve sonrasında da görüşmeler yoluyla toplanan verilerden animasyon filmlerinin bilgi türlerini eğlenceli ve kalıcı bir şekilde öğretebildiği sonucuna ulaşılmıştır.
The aim of this research is to investigate the effect of information types in animation films on the skills of secondary school 6th grade students to learn information types. For this purpose, the research conducted with 70 students studying in the 6th grade of a state secondary school in Oğuzeli district of Gaziantep province in the 2019-2020 academic year was modelled according to the embedded design within the mixed method approaches. 24 of the students participating in the study are in the experimental group where animation films were watched, 23 in the placebo group where children's films were watched, and 23 in the control group where Turkish lessons were conducted without intervention. In the research, besides quantitative data, qualitative data related to students' and researcher's experiences were also collected. In this research, qualitative data were included in the experimental intervention process. Quantitative dimension of the study, pre-test, post-test and retention test was designed according to the 3x3 semi-experimental design with experimental, control and placebo groups and the qualitative dimension was designed according to the case study. Quantitative data of the research was collected with the Information Types Measurement Tool developed by the researcher, and the qualitative data was collected with the Form of Assessment of Information Sentences by Information Types, Semi-Structured Interview Form, Student and Researcher Diary. The experimental process took 12 weeks with the application of pre-test and post-tests. In the study, after the end of the experimental process, in the 6th week following the post-test, the retention test was applied and measurements were taken. All measurement applications were applied to all three groups simultaneously. In the research, the analysis of quantitative data was done with the SPSS 23.0 program, while content and document analysis techniques were used in the analysis of qualitative data. According to the results obtained from the research, it was determined that there was a significant difference between the pre-test and post-test scores of the students watching the animated film in favour of the post-test. In the post-tests of the experimental, control and placebo groups, a significant difference was found in favour of the experimental group. It was determined that there was no significant difference between the post-test and retention test of the experimental group. Statistically, it is concluded that animated films have a significant and lasting effect on 6th grade students' learning types of knowledge. In addition, it was concluded from the students in the experimental group that the animated films were able to teach information types in an entertaining and permanent way, from the data collected through the student diaries and through the interviews.
The aim of this research is to investigate the effect of information types in animation films on the skills of secondary school 6th grade students to learn information types. For this purpose, the research conducted with 70 students studying in the 6th grade of a state secondary school in Oğuzeli district of Gaziantep province in the 2019-2020 academic year was modelled according to the embedded design within the mixed method approaches. 24 of the students participating in the study are in the experimental group where animation films were watched, 23 in the placebo group where children's films were watched, and 23 in the control group where Turkish lessons were conducted without intervention. In the research, besides quantitative data, qualitative data related to students' and researcher's experiences were also collected. In this research, qualitative data were included in the experimental intervention process. Quantitative dimension of the study, pre-test, post-test and retention test was designed according to the 3x3 semi-experimental design with experimental, control and placebo groups and the qualitative dimension was designed according to the case study. Quantitative data of the research was collected with the Information Types Measurement Tool developed by the researcher, and the qualitative data was collected with the Form of Assessment of Information Sentences by Information Types, Semi-Structured Interview Form, Student and Researcher Diary. The experimental process took 12 weeks with the application of pre-test and post-tests. In the study, after the end of the experimental process, in the 6th week following the post-test, the retention test was applied and measurements were taken. All measurement applications were applied to all three groups simultaneously. In the research, the analysis of quantitative data was done with the SPSS 23.0 program, while content and document analysis techniques were used in the analysis of qualitative data. According to the results obtained from the research, it was determined that there was a significant difference between the pre-test and post-test scores of the students watching the animated film in favour of the post-test. In the post-tests of the experimental, control and placebo groups, a significant difference was found in favour of the experimental group. It was determined that there was no significant difference between the post-test and retention test of the experimental group. Statistically, it is concluded that animated films have a significant and lasting effect on 6th grade students' learning types of knowledge. In addition, it was concluded from the students in the experimental group that the animated films were able to teach information types in an entertaining and permanent way, from the data collected through the student diaries and through the interviews.
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Keywords
Eğitim ve Öğretim, Education and Training
