Probleme dayalı öğrenmenin ortaokul öğrencilerinin bilimsel süreç becerilerine, tutumlarına ve başarılarına etkisinin incelenmesi : Işık ünitesi örneği
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Dosyalar
Tarih
2018
Yazarlar
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Yayıncı
Trakya Üniversitesi, Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Son yıllarda Fen Eğitiminde öğrencinin eğitim sürecine aktif olarak katıldığı, yaparak yaşayarak veya araştırarak öğrendiği öğretim yöntemleri önem kazanmıştır. Probleme Dayalı Öğrenme de bu yöntemlerden biri olarak ilk kez 1976 yılında kullanılmaya başlanmış ve sağlık, mühendislik ve eğitim başta olmak üzere birçok alanda kullanılmaya devam etmiştir. Probleme Dayalı Öğrenme yöntemi bireye gerçek hayatta karşılaşabilecekleri sorunlarla başa çıkabilme yetisi kazandırarak çözüm yolları üretmelerine olanak sağlar. Bu araştırmanın amacı probleme dayalı öğrenme yönteminin ilköğretim 7. Sınıf öğrencilerinin bilimsel süreç becerileri, bilimsel tutumları, 7. sınıf Işık ünitesi ile ilgili akademik başarıları ve kavram bilgilerine etkisini araştırmaktır. Araştırma ön ve sontest kontrol gruplu yarı deneysel modele göre desenlenerek gerçekleştirilmiştir. Araştırmanın çalışma grubunu 2013-2014 öğretim yılında Tekirdağ ili, Çorlu ilçesindeki Atatürk Ortaokulunda öğrenim görmekte olan toplam 82 yedinci sınıf öğrencisi oluşturmaktadır. Araştırmada deney (N=42) ve kontrol (N=40) grupları araştırmacı tarafından rastgele seçilmiştir. Yapılan araştırma 7. sınıf fen bilimleri dersi Işık ünitesi kapsamında 5 hafta toplam 20 saat sürmüştür. Deney grubunda Işık ünitesi probleme dayalı öğrenme yöntemi kullanılarak yürütülürken, kontrol grubunda 7. sınıf fen bilimleri dersi öğretmen kılavuzu kullanılarak yürütülmüştür. Araştırmada veri toplama araçları olarak bilimsel süreç değerlendirme testi, bilimsel tutum ölçeği ve akademik başarı testi ve kavram bilgisi testi ön ve sontest olarak kullanılmıştır. Uygulama sonucunda kullanılan ölçeklerin istatistiksel analizinde SPSS (Statistical Package for the Social Science) 17 programı kullanılmıştır. Normalliğin olduğu yerlerde t testi, karşılamadığı yerlerde Mann-Whitney U testi yapılmıştır.Uygulama sonucunda elde edilen verilerin istatistiksel analizi sırasında ölçeklerden ve testlerden elde edilen verilerin sonuçları 0.05 anlamlılık düzeyinde değerlendirilmiştir.. Elde edilen veriler doğrultusunda probleme dayalı öğrenme yönteminin bilimsel süreç becerilerine, akademik başarılarına ve kavram bilgilerine olumlu etkisi olduğu söylenebilir. Bilimsel tutum açısından ise deney ve kontrol grupları arasında istatistiksel olarak anlamlı bir farklılık görülmemiştir.
İn recent years, teaching methods which the student actively participates in the education process, learns by doing, living or researching have become more important in science education. Problem Based Learning was also used for the first time in 1976 as one of these methods and continued to be used in many areas including healt, engineering and education. The Problem Based Learning method allows individuals to produce solutions by empowering them to deal with problems they may encounter in real life. The aim of this study is to investigate the effect of problem based learning on the scientific process skills, scientific attitudes, and academic achievement and conceptual knowledge of the 7th grade students related to the Light unit. The research was carried out according to semi-experimental model with pre-test and post-test control group. The study group of the research constitutes a total of 82 7th grade students studying at Atatürk Secondary School in the province of Tekirdag, Çorlu in 2013-2014 academic year. In the study, the experiment (N = 42) and control (N = 40) groups were randomly selected by the researcher. The research carried out in the 7th grade science course Light Unit took 5 weeks and 20 hours. While the problem-based learning method was used in the experimental group for teaching process, the control group was taught using the 7th grade science course teacher guide. To collect data, scientific process evaluation test, scientific attitude scale, academic achievement test and conceptual knowledge test were used in the research as pre- and post-test. SPSS (Statistical Package for the Social Science) 17 program was used for the statistical analysis of the data obtained. Wherever normality exists, t test is used. Where it does not meet, Mann-Whitney U test is done. During the statistical analysis of the data obtained from the application, the results of the scales and the data obtained from the tests were evaluated at a significance level of 0.05. According to the results obtained, it can be said that the problem based learning method has a positive effect on scientific process skills, academic achievements and conceptual knowledge. There was no statistically significant difference between experiment and control groups for scientific attitude in this study.
İn recent years, teaching methods which the student actively participates in the education process, learns by doing, living or researching have become more important in science education. Problem Based Learning was also used for the first time in 1976 as one of these methods and continued to be used in many areas including healt, engineering and education. The Problem Based Learning method allows individuals to produce solutions by empowering them to deal with problems they may encounter in real life. The aim of this study is to investigate the effect of problem based learning on the scientific process skills, scientific attitudes, and academic achievement and conceptual knowledge of the 7th grade students related to the Light unit. The research was carried out according to semi-experimental model with pre-test and post-test control group. The study group of the research constitutes a total of 82 7th grade students studying at Atatürk Secondary School in the province of Tekirdag, Çorlu in 2013-2014 academic year. In the study, the experiment (N = 42) and control (N = 40) groups were randomly selected by the researcher. The research carried out in the 7th grade science course Light Unit took 5 weeks and 20 hours. While the problem-based learning method was used in the experimental group for teaching process, the control group was taught using the 7th grade science course teacher guide. To collect data, scientific process evaluation test, scientific attitude scale, academic achievement test and conceptual knowledge test were used in the research as pre- and post-test. SPSS (Statistical Package for the Social Science) 17 program was used for the statistical analysis of the data obtained. Wherever normality exists, t test is used. Where it does not meet, Mann-Whitney U test is done. During the statistical analysis of the data obtained from the application, the results of the scales and the data obtained from the tests were evaluated at a significance level of 0.05. According to the results obtained, it can be said that the problem based learning method has a positive effect on scientific process skills, academic achievements and conceptual knowledge. There was no statistically significant difference between experiment and control groups for scientific attitude in this study.
Açıklama
Anahtar Kelimeler
Probleme Dayalı Öğrenme, Kavram Bilgisi, Bilimsel Süreç Becerileri, Bilimsel Tutum, Akademik Başarı, Problem-Based Learning, Scientific Process Skills, Scientific Attitudes, Achievements, Conceptual Knowledge
