Dijital Öykü Temelli Değerler Eğitimi Materyallerinin Öğrencilerin Değer Kazanımına Etkisi
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Tarih
2017
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info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, değerler eğitimi amacıyla kullanılan hikâyelerin çağdaş formu olarak nitelenebilecek dijital öyküleme yönteminin, öğrencilerin değer kazanımları üzerindeki etkisi incelenmiştir. Çalışma grubunu 2014-2015 eğitim öğretim yılı bahar döneminde, Elazığ ili Merkez ilçesinde, biri değerler eğitimi programı uygulayan, biri uygulamayan iki ayrı okuldan, toplam 265 beşinci sınıf öğrencisi oluşturmaktadır. Yarı deneysel araştırma modelinin kullanıldığı çalışmada değerler eğitimi uygulamayan okulda 62 katılımcıyla tek gruplu ön test - son test; değerler eğitimi uygulayan okulda ise 203 katılımcıyla ön test - son test kontrol gruplu desen kullanılmıştır. Uygulamada seçilen dört değere (hoşgörü, misafirperverlik, sorumluluk, yardımseverlik) yönelik olarak hazırlanan dijital öyküler, haftalık temalar şeklinde deney gruplarında yer alan öğrencilere izletilmiştir. Sonuç olarak iki okul birbirlerinden bağımsız olarak ele alındıklarında, değerler eğitimi programı uygulayan okulda deney ve kontrol grupları arasında anlamlı bir farka rastlanmazken, değerler eğitimi programı uygulamayan okuldaki grubun ön test ve son test puanları arasında anlamlı bir farka rastlanmıştır.
In this study, the effects of digital storytelling on students' values acquisition was examined. The study was conducted in two schools, during the spring term of the 2014-2015 education year on 265 fifth grade students in Elazig. In first school, that does not apply a values education program, one group pretest - posttest experimental design was used on 62 participants. The data collected for this school was then examined and evaluated. In the other school, that applies a values education program, 203 participants were divided into 2 groups: one was pretest - posttest experimental design and the second group acted as a control. For four consecutive weeks, one of four selected values was shown to the students in the experimental groups in both schools. The data collected from the two individual groups was examined separately. As a result of the research, in the school which applies a values education program, no significant difference was found between the experimental and control group. But in the other school which does not apply a values education program, a significant difference was found between the pretest and posttest scores, in favor of posttest scores.
In this study, the effects of digital storytelling on students' values acquisition was examined. The study was conducted in two schools, during the spring term of the 2014-2015 education year on 265 fifth grade students in Elazig. In first school, that does not apply a values education program, one group pretest - posttest experimental design was used on 62 participants. The data collected for this school was then examined and evaluated. In the other school, that applies a values education program, 203 participants were divided into 2 groups: one was pretest - posttest experimental design and the second group acted as a control. For four consecutive weeks, one of four selected values was shown to the students in the experimental groups in both schools. The data collected from the two individual groups was examined separately. As a result of the research, in the school which applies a values education program, no significant difference was found between the experimental and control group. But in the other school which does not apply a values education program, a significant difference was found between the pretest and posttest scores, in favor of posttest scores.
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Kaynak
Trakya Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
7
Sayı
1
