Araştırmaya dayalı öğrenmenin fen başarısı ve fene yönelik tutuma etkisi ile öğretim sürecine yönelik öğrenci görüşleri
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Tarih
2013
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info:eu-repo/semantics/openAccess
Özet
Fenin doğasına uygun yöntemlerin fen öğretiminde geleneksel olarak kullanılan yöntemlere göre etkisini ortaya çıkarabilmek için araştırmaya dayalı öğrenme yönteminin 5.sınıf öğrencilerinin fen dersindeki başarıları ve derse yönelik tutumlarına etkisini incelemek bu araştırmanın temel amacı olarak belirlenmiştir. Ayrıca araştırmaya dayalı öğrenme yönteminin fen öğretiminde kullanılabilirliğini sınamak amacıyla yöntemin kullanımına yönelik öğrenci görüşleri belirlenmeye çalışılmıştır. Araştırma Hatay ili, Antakya ilçesinde bir ilköğretim okulunun 5. sınıflarında uygulanmıştır. Eşlenmemiş Kontrol gruplu ön test son son test yarı deneysel desen kullanılarak yapılan çalışma, 2011-2012 yılı bahar döneminde gerçekleştirilmiştir. Araştırmaya toplam 46 öğrenci katılmıştır. Deney grubunda (N=23) ve kontrol grubunda da (N=23) öğrenci bulunmaktadır. Araştırmada, veri toplama aracı olarak Akademik Başarı Testi ve Fen ve Teknoloji Dersi Tutum Ölçeği kullanılmıştır. Araştırmaya dayalı öğrenmenin fen ve teknoloji dersinde uygulanmasına yönelik görüşlerini ortaya çıkarmak amacıyla öğrenci günlükleri kullanılmıştır. Araştırmanın sonuçlarına göre; araştırmaya dayalı öğrenme yönteminin kullanıldığı deney grubundaki öğrencilerin akademik başarıları ve fen bilgisi dersine yönelik tutumları kontrol grubundaki öğrencilere göre anlamlı düzeyde artış gösterirken; yönteme yönelik olarak öğrenciler; konuları daha iyi kavradıklarına, öğrendiklerinin kalıcı olduğuna ilişkin görüşler bildirmişlerdir.
In order to determine the effects of the methods that are compatible with the nature of science in comparison with the methods that have been used traditionally in teaching science, investigating the effects of the inquiry-based learning method on the achievement of the 5th grade students in the science course and their attitudes towards science formed the purpose of this study. In addition, in order to test the usability of the inquiry-based method in teaching science, students‘ opinions about the use of the method were obtained. The research was carried out in the 5th grade classes of an elementary school in the Antakya county of the province of Hatay. The research was carried out, using unpaired quasi-experimental design with control group, during the spring term in the 2011-2012 academic year. A total of 46 students participated in the research. The number of students in the control group was (N=23) and in the experiment group was (N=23). As the data collection tools in the research, Academic Achievement Test and Attitude Scale towards Science and Technology were used. In order to obtain the opinions of the students about the implementation of the inquiry-based learning in the science and technology course, student diaries were used. The results showed that the students in the experiment group in which the inquiry- based learning method was used had a significant difference compared with the students in the control group in terms of academic achievement and their attitudes towards science and technology, and that, regarding the use of the method, students reported that they learned the subjects better and their learning was permanent.
In order to determine the effects of the methods that are compatible with the nature of science in comparison with the methods that have been used traditionally in teaching science, investigating the effects of the inquiry-based learning method on the achievement of the 5th grade students in the science course and their attitudes towards science formed the purpose of this study. In addition, in order to test the usability of the inquiry-based method in teaching science, students‘ opinions about the use of the method were obtained. The research was carried out in the 5th grade classes of an elementary school in the Antakya county of the province of Hatay. The research was carried out, using unpaired quasi-experimental design with control group, during the spring term in the 2011-2012 academic year. A total of 46 students participated in the research. The number of students in the control group was (N=23) and in the experiment group was (N=23). As the data collection tools in the research, Academic Achievement Test and Attitude Scale towards Science and Technology were used. In order to obtain the opinions of the students about the implementation of the inquiry-based learning in the science and technology course, student diaries were used. The results showed that the students in the experiment group in which the inquiry- based learning method was used had a significant difference compared with the students in the control group in terms of academic achievement and their attitudes towards science and technology, and that, regarding the use of the method, students reported that they learned the subjects better and their learning was permanent.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
13
Sayı
2
