Proje tabanlı öğrenme yaklaşımının fen bilimleri dersinde öğrencilerin akademik başarı ve tutumuna etkisi
Yükleniyor...
Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi,Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İçinde bulunduğumuz 21. yüzyılda bilimsel ve teknolojik gelişmeler baş döndürücü bir hızla gerçekleşmektedir. Bu değişim ve gelişmeler hayatımızın tüm alanlarını etkilemektedir. Bu durumda günümüz dünyasında değişen teknolojiye ayak uydurabilen, kendisi için gerekli olan bilgiye kendi ulaşabilen, teknolojiyi güncel yaşama uygulayabilen, merak eden, araştıran, sorgulayan bireylere her zamankinden daha çok ihtiyacımız vardır. Böyle bireyler yetiştirmenin yolu çağdaş eğitim öğretim uygulamalarından geçmektedir. Bu bağlamda bu araştırmanın amacı, Fen Bilimleri dersinde kullanılan Proje Tabanlı Öğrenme yaklaşımının, temel eğitim 5. sınıf öğrencilerinin akademik başarılarına ve Fen Bilimleri dersine yönelik tutumlarına olan etkisini incelemektir. Bu araştırmada ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma 2011 - 2012 eğitim-öğretim yılında Edirne’nin Uzunköprü ilçesindeki Demokrasi İlköğretim Okulu’nda öğrenim görmekte olan 5. sınıf (5-A ve 5-B) öğrencileri ile yürütülmüştür. 5-A sınıfı (n:22) öğrencileri deney grubu, 5-B sınıfı (n:22) öğrencileri kontrol grubu olarak atanmıştır. Deney grubu öğrencilerine Fen Bilimleri derslerinde Işık ve Ses üniteleri Proje Tabanlı Öğrenme Yaklaşımı ilkelerine uygun olarak öğretilmiş, kontrol grubu öğrencilerine ders kitabında yer alan konu ve etkinlikler programa uygun şekilde işlenmiştir. Çalışma 6 haftalık bir zamanda uygulanmıştır. İlk hafta, araştırmanın amacı ve proje tabanlı öğrenme hakkında öğrencilere bilgi verilmiş ve ön testler (Başarı Testi ile Tutum Ölçeği) uygulanmıştır. Sonraki 4 hafta boyunca deney grubuna proje tabanlı öğretim yapılmış ve izleyen hafta son testler uygulanmıştır. Veriler SPSS programı kullanılarak analiz edilmiştir. Araştırma sonucunda, Proje Tabanlı Öğrenme yaklaşımının uygulandığı deney grubu öğrencileri ile ders kitabındaki etkinliklerin izlendiği kontrol grubu öğrencilerinin son test başarı puanları arasında deney grubu lehine anlamlı bir fark bulunmuştur. Ancak, Proje Tabanlı Öğrenme yaklaşımının uygulandığı deney grubu öğrencileri ile kontrol grubu öğrencilerinin deneysel işlem sonrası yapılan son test Fen ve Teknoloji dersi tutum ölçeği puanları arasında deney grubu lehine bir artış olmakla birlikte bu farkın anlamlı olmadığı belirlenmiştir. Sonuç olarak, bu araştırma ile Proje Tabanlı Öğrenme yaklaşımının öğrencilerin başarıları üzerinde olumlu bir etkisi belirlenmekle birlikte, Fen dersine karşı tutumları üzerindeki etkisi tam olarak tespit edilememiştir.
In the 21 st century, scientific and technological developments take with dizzying pace. These changes and developments affect all areas of our lives.In this case, we need people who are adapting,investigating and questioning the technology that is adapting to changing technology and applying their knowledge to the current life, we need more than ever.The way to raise such individuals is through modern education practises. In this context, the aim of this study is to examine the effect of project based learning activities on the fifth grade students’ science achievement and their attitudes towards science course. In this study, the pre-test past-test control group of quasi-experimental research design was used. This study was carried out with the fifth grade students (5A and 5-B) at Democracy Primary Scool in the Uzunköprü-Edirne district during the 2011-2012 academic year. The students were divided into two groups as a control group (Class 5-B, n:22) and an experimental group (Class 5-A, n:22). The light and sound units in science courses were taught to the experimental group students in accordance with the project based learning approach principles. The control group followed the subjects and activities included in the textbook in an accordance with the program. This study continued six weeks. The first week, initially children were given a brief information about the aim of the study and projed-based learning approach. Then, pre-tests consisting of attitude scale and achievement test were applied to both groups. During the following four weeks, the experimental group was taught using the project based activities in science lessons. Following the week, the past-tests were administrated to both groups. The data were analyzed by SSPS program. This study revealed that according to the post-test results students at the experimental group carrying out project based activities had significantly higher achievement than those who continued taking routine teaching at the control group in science courses. On the other hand, although there was an increase in favor of the experimental group, the difference between the control group students and the experimental group students who applied the project based learning approach was not significant according to the post-test science lesson attitude scale scores. In conclusion, this study relevealed that project based learning approach has a positive impact on student achievement but the effect of project based learning on students’ attitudes towards science course has not been fully determined.
In the 21 st century, scientific and technological developments take with dizzying pace. These changes and developments affect all areas of our lives.In this case, we need people who are adapting,investigating and questioning the technology that is adapting to changing technology and applying their knowledge to the current life, we need more than ever.The way to raise such individuals is through modern education practises. In this context, the aim of this study is to examine the effect of project based learning activities on the fifth grade students’ science achievement and their attitudes towards science course. In this study, the pre-test past-test control group of quasi-experimental research design was used. This study was carried out with the fifth grade students (5A and 5-B) at Democracy Primary Scool in the Uzunköprü-Edirne district during the 2011-2012 academic year. The students were divided into two groups as a control group (Class 5-B, n:22) and an experimental group (Class 5-A, n:22). The light and sound units in science courses were taught to the experimental group students in accordance with the project based learning approach principles. The control group followed the subjects and activities included in the textbook in an accordance with the program. This study continued six weeks. The first week, initially children were given a brief information about the aim of the study and projed-based learning approach. Then, pre-tests consisting of attitude scale and achievement test were applied to both groups. During the following four weeks, the experimental group was taught using the project based activities in science lessons. Following the week, the past-tests were administrated to both groups. The data were analyzed by SSPS program. This study revealed that according to the post-test results students at the experimental group carrying out project based activities had significantly higher achievement than those who continued taking routine teaching at the control group in science courses. On the other hand, although there was an increase in favor of the experimental group, the difference between the control group students and the experimental group students who applied the project based learning approach was not significant according to the post-test science lesson attitude scale scores. In conclusion, this study relevealed that project based learning approach has a positive impact on student achievement but the effect of project based learning on students’ attitudes towards science course has not been fully determined.
Açıklama
Anahtar Kelimeler
Fen Bilimleri, Proje, Proje Tabanlı Öğrenme, Tutum, Science, Project, Project Based Learning, Attitude
