Fen eğitiminde probleme dayalı öğrenme yaklaşımının akademik başarı, tutum ve motivasyona etkisi
Yükleniyor...
Dosyalar
Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, fen ve teknoloji dersi öğretiminde probleme dayalı öğrenme yaklaşımının öğrencilerin akademik başarısına, fen ve teknoloji dersi tutumuna ve fen ve teknoloji dersi motivasyonuna etkisini incelemektir. Araştırma “ön tes -son test kontrol gruplu” deneme modeline göre desenlenmiş ve gerçekleştirilmiştir. Deney grubu olarak 2009-2010 eğitim öğretim yılı ikinci döneminde Tekirdağ ili, Hayrabolu İlçesi, Büyükkarakarlı İlköğretim Okulu’na devam etmekte olan 6-A sınıfı (N=16) araştırmacı tarafından seçkili olarak belirlenmiştir. Kontrol grubu olarak ise Tekirdağ İli, Hayrabolu İlçesi, Hüseyin Korkmaz İlköğretim Okulu’na devam etmekte olan 6. sınıfta bulunan üç şube içerisinden 6-A sınıfı (N=20) rastgele belirlenmiştir. Deney grubunda probleme dayalı öğrenme yaklaşımı, kontrol grubunda ise geleneksel yaklaşımlar uygulanmıştır. Deney grubunda probleme dayalı öğrenme yaklaşımı uygulanırken araştırmacı tarafından geliştirilen problem senaryoları kullanılmıştır. Araştırmada veri toplama araçları olarak “Akademik Başarı Testi”, “Fen ve Teknoloji Dersi Tutum Ölçeği”, “Fen ve Teknoloji Dersi Motivasyon Ölçeği” kullanılmıştır. Veri toplama araçları deney ve kontrol gruplarına ön test ve son test olarak uygulanmıştır. Elde edilen verilerin çözümlenmesi SPSS 17.0 paket programıyla yapılmış ve aritmetik ortalama, standart sapama ve Mann-Whitney Utesti kullanılmıştır. Verilerin çözümlenmesi ile probleme dayalı öğrenme yaklaşımının akademik başarıyı, fen ve teknoloji dersi tutumunu ve motivasyonunu geliştirmede geleneksel yönteme göre daha etkili olduğu görülmüştür.
Abstract
The purpose of this study is to analyze the effect of problem-based learning approach on students’ academic success, their attitude and motivation towards Science and Technology course. The research was designed and implemented according to the experimental model of “pretest-posttest control group”.As the experimental group, class 6-A(N=16) at Büyükkarakarlı Primary School in Hayrabolu, Tekirdağ , Turkey was determined intentionally by the researcher in the second semester of 2009-2010 academic year. As the control group, class 6-A (N=20) at Hüseyin Korkmaz Primary School in Hayrabolu, Tekirdağ, Turkey was determined randomly among three sections of the 6thclasses. While problem-based learning approach was implemented for the experimental group; traditional approaches were applied in the control group. Problem scenarios developed by there searcher were used while implementing problem-based learning approach for the experimental group. “Academic Success Test”, “Science and Technology Course Attitude Scale”, “Science and Technology Course Motivation Scale” were used as the data collection tools. Data collection tools were implemented to experimental and control groups as pretest and posttest. Analysis of the obtained data were carried out via SPSS (Statistical Package for Social Sciences) 17.0 for Windows and arithmetic mean, standard deviation and Mann-Whitney U test were used. By eans of data analysis, it has been found out that problem-based learning approach is more effective than traditional method in terms of developing academic success, attitude on science and technology course and motivation towards this course.
Abstract
The purpose of this study is to analyze the effect of problem-based learning approach on students’ academic success, their attitude and motivation towards Science and Technology course. The research was designed and implemented according to the experimental model of “pretest-posttest control group”.As the experimental group, class 6-A(N=16) at Büyükkarakarlı Primary School in Hayrabolu, Tekirdağ , Turkey was determined intentionally by the researcher in the second semester of 2009-2010 academic year. As the control group, class 6-A (N=20) at Hüseyin Korkmaz Primary School in Hayrabolu, Tekirdağ, Turkey was determined randomly among three sections of the 6thclasses. While problem-based learning approach was implemented for the experimental group; traditional approaches were applied in the control group. Problem scenarios developed by there searcher were used while implementing problem-based learning approach for the experimental group. “Academic Success Test”, “Science and Technology Course Attitude Scale”, “Science and Technology Course Motivation Scale” were used as the data collection tools. Data collection tools were implemented to experimental and control groups as pretest and posttest. Analysis of the obtained data were carried out via SPSS (Statistical Package for Social Sciences) 17.0 for Windows and arithmetic mean, standard deviation and Mann-Whitney U test were used. By eans of data analysis, it has been found out that problem-based learning approach is more effective than traditional method in terms of developing academic success, attitude on science and technology course and motivation towards this course.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Probleme Dayalı Öğrenme, Fen Eğitimi, Akademik Başarı, Fen ve Teknoloji Dersi Tutumu, Fen ve Teknoloji Dersi Motivasyonu, Problem - Based Learning Approach, Science Education, Academic Success, Attitude on Science and Technology Course, Motivation Towards Science and Technology Course
