5. Sınıf düzeyindeki sorgulayıcı araştırmaya dayalı etkinliklerin beceri ve algı açısından etkinliğinin incelenmesi
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Dosyalar
Tarih
2021
Yazarlar
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Yayıncı
Trakya Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Sunulan tezde sorgulayıcı-araştırmaya dayalı laboratuvar etkinliklerinin 5. sınıf öğrencilerinin araştırma becerileri, bilimsel süreç becerileri ve fene yönelik sorgulayıcı öğrenme becerilerine etkisinin incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu uygun örnekleme yolu ile 2019-2020 eğitim öğretim yılında bir devlet okuluna kayıtlı 5. sınıf seviyesinde iki farklı şubeye kayıtlı 38 öğrenci oluşturmuştur. Çalışmada karma araştırma yönteminin açımlayıcı sıralı deseni uygulanmıştır. Nicel veriler, yarı deneysel kontrol gruplu ön test-son test modeli kullanılarak toplanmıştır. Bu sebeple bir şube deney, diğeri ise kontrol grubu olmak üzere rastgele yollarla iki grup belirlenmiştir. Deney grubunda sorgulayıcı-araştırmaya dayalı laboratuvar etkinlikleri, kontrol grubunda ise doğrulayıcı laboratuvar etkinlikleri gerçekleştirilmiştir. Nicel verilerin toplanması ve değerlendirilmesinin ardından nitel veriler toplanmıştır. Her iki veri setinden elde edilen sonuçlar birlikte yorumlanmıştır. Veri toplama aracı olarak araştırma becerileri testi, bilimsel süreç değerlendirme testi ve fene yönelik sorgulayıcı öğrenme becerileri algısı ölçeği ön test ve son test olarak kullanılmıştır. Nicel veri toplama araçlarından aldıkları puanlara göre seçilmiş 12 öğrenci ile uygulamalardan sonra yarı yapılandırılmış görüşmeler yapılmıştır. Nicel veriler parametrik olmayan istatistik yöntemlerle SPSS paket programı kullanılarak analiz edilmiştir. Nitel veriler içerik analiz ile analiz edilmiştir. iv Analiz sonuçlarına göre, öğrencilerin araştırma becerileri ve fene yönelik sorgulayıcı öğrenme becerileri algıları bakımından deney ve kontrol grupları arasında deney grubu lehine istatistiksel olarak anlamlı bir farklılık bulunmuştur. Ayrıca deney grubu öğrencilerinin araştırma becerileri testi ve fene yönelik sorgulayıcı öğrenme becerileri algıları ölçeğinden elde ettikleri ön test puanları ile son test puanları arasında son test lehine istatistiksel olarak anlamlı bir ilerleme tespit edilmiştir. Bununla birlikte, deney ve kontrol grubu öğrencilerinin bilimsel süreç becerileri testinden elde ettikleri son test puanları arasında ise anlamlı bir farklılık bulunmamıştır. Görüşmelerden sağlanan veriler de bu sonuçlar ile uyumludur.
In this study, it was aimed to investigate the effects of inquiry-based laboratory activities on research skills, scientific process skills, and perception about inquiry-based learning skills toward science of 5th-grade students. The participants of the study were consisting of 38 students attending 5th grade in a public school in the 2019-2020 academic years. These students enrolled in two different classes were selected using a convenience sampling technique. In this study, explanatory sequential design of the mixed method in which there are both qualitative and quantitative data collection methods were used. A quasi-experimental, pre-test and post-test with a control group model was used to collect quantitative data. For this reason, one of the classes was randomly assigned as the experimental group and the other as the control group. In the experimental group, inquiry-based laboratory activities were conducted and confirmatory laboratory activities were carried out in the control group. After collecting and assessing quantitative data, qualitative data was collected. Both quantitative and qualitative data were interpreted together. As data collection tools, research skills test, scientific process assessment test, and perception about inquiry-based learning skills toward science scale were used as pre-and post-test. Semi-structured interviews were conducted after the instructions by the participation of 12 students who were selected based on their scores obtained from quantitative data collection tools. The quantitative data were analysed with vi nonparametric statistical methods using SPSS programs. The qualitative data were analysed using content analysis. According to results, there was a significant difference between groups’ research skills and perception about inquiry-based learning skills toward science in favour of the experimental group. In addition to these, there was a significant difference between pretest and post-test scores of the experimental group obtained from research skills test and perception about inquiry-based learning skills toward science scale in favour of posttest. However, there was no significant difference between groups’ post-test obtained from scientific process assessment test. Data obtained from semi-structured interviews were in accordance with these results.
In this study, it was aimed to investigate the effects of inquiry-based laboratory activities on research skills, scientific process skills, and perception about inquiry-based learning skills toward science of 5th-grade students. The participants of the study were consisting of 38 students attending 5th grade in a public school in the 2019-2020 academic years. These students enrolled in two different classes were selected using a convenience sampling technique. In this study, explanatory sequential design of the mixed method in which there are both qualitative and quantitative data collection methods were used. A quasi-experimental, pre-test and post-test with a control group model was used to collect quantitative data. For this reason, one of the classes was randomly assigned as the experimental group and the other as the control group. In the experimental group, inquiry-based laboratory activities were conducted and confirmatory laboratory activities were carried out in the control group. After collecting and assessing quantitative data, qualitative data was collected. Both quantitative and qualitative data were interpreted together. As data collection tools, research skills test, scientific process assessment test, and perception about inquiry-based learning skills toward science scale were used as pre-and post-test. Semi-structured interviews were conducted after the instructions by the participation of 12 students who were selected based on their scores obtained from quantitative data collection tools. The quantitative data were analysed with vi nonparametric statistical methods using SPSS programs. The qualitative data were analysed using content analysis. According to results, there was a significant difference between groups’ research skills and perception about inquiry-based learning skills toward science in favour of the experimental group. In addition to these, there was a significant difference between pretest and post-test scores of the experimental group obtained from research skills test and perception about inquiry-based learning skills toward science scale in favour of posttest. However, there was no significant difference between groups’ post-test obtained from scientific process assessment test. Data obtained from semi-structured interviews were in accordance with these results.
Açıklama
Anahtar Kelimeler
bilimsel süreç becerileri, fene yönelik sorgulayıcı öğrenme becerileri algısı, sorgulayıcı-araştırmaya dayalı öğrenme, araştırma becerileri, research skills, scientific process skills, perception about inquiry-based learning skills toward science, inquiry-based learning
