Aktif öğrenme temelli fen ve teknoloji dersi etkinliklerinin ilköğretim öğrencilerinin problem çözme becerileri üzerindeki etkisi
Küçük Resim Yok
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı ilköğretim 5. sınıf fen ve teknoloji dersinde aktif öğrenme temelli etkinliklerin öğrencilerin problem çözme becerilerine etkisini incelemektir. Araştırmada “kontrol gruplu öntest-sontest modeline” uygun deneysel bir çalışma yürütülmüştür. Deney grubuna aktif öğrenme temelli etkinlikler uygulanmış, kontrol grubuna ise mevcut MEB programı uygulanmıştır. Araştırma 2012 – 2013 öğretim yılında İstanbul ili Tuzla İlçesi’nde bulunan bir devlet ilkokulu 5. sınıflarında öğrenim gören 39 öğrenci (19 deney grubu, 20 kontrol grubu) üzerinde gerçekleştirilmiştir. Deney ve kontrol gruplarına “Problem Çözme Becerisi Testi” uygulanmıştır. Araştırma süresince problem çözme becerisi testinden elde edilen veriler, aritmetik ortalama ve standart sapma değerleri betimsel olarak verildikten sonra bağımsız gruplarda "t"testi ve tek faktörlü ANCOVA testi ile analiz edilmiştir. Sonuç olarak; problem çözme becerisi sontest puanları açısından, aktif öğrenme yaklaşımının uygulandığı deney grubunun problem çözme becerisi sontest puanlarının aritmetik ortalaması, MEB programının uygulandığı kontrol grubunun problem çözme becerisi puanlarından anlamlı düzeyde daha yüksek olduğu bulunmuştur.
The purpose of this research is to evaluate the activities based on active learning of fifth grade Science and Tecnology course over both problem solving skill of students. In the reseach experimental study relevant to “pretest and posttest control group” was conducted. Activities based on active learning were used for experiment group, current MEB curriculum were used for control group. Research was held on 39 5th grade students as 20 in experiment and 19 in control group in primary public school in 2012-2013 educational year. In order to determine the retention of the acquired knowledge, “problem solving skill test” were used as pretest, posttest and retention test for the experimental and control groups. After the aritmatical averarage and standart deviation were given descriptively, data obtained from the problem solving skills test during the reseach was analyzed with t-test for independent groups and one way ANCOVA for repeated measures. Consequently, according to problem solving posttests’ score, it was obtained that the aritmatical average of the problem solving skill grades of the experimental group was highly more than the average of the control group.
The purpose of this research is to evaluate the activities based on active learning of fifth grade Science and Tecnology course over both problem solving skill of students. In the reseach experimental study relevant to “pretest and posttest control group” was conducted. Activities based on active learning were used for experiment group, current MEB curriculum were used for control group. Research was held on 39 5th grade students as 20 in experiment and 19 in control group in primary public school in 2012-2013 educational year. In order to determine the retention of the acquired knowledge, “problem solving skill test” were used as pretest, posttest and retention test for the experimental and control groups. After the aritmatical averarage and standart deviation were given descriptively, data obtained from the problem solving skills test during the reseach was analyzed with t-test for independent groups and one way ANCOVA for repeated measures. Consequently, according to problem solving posttests’ score, it was obtained that the aritmatical average of the problem solving skill grades of the experimental group was highly more than the average of the control group.
Açıklama
Anahtar Kelimeler
Aktif öğrenme, Problem çözme becerisi, Fen öğretimi, Active learning, Problem solving skill, Science teaching
Kaynak
Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
5
Künye
Aşiroğlu, S. ve Duruhan, K. (2015). Aktif öğrenme temelli fen ve teknoloji dersi etkinliklerinin ilköğretim öğrencilerinin problem çözme becerileri üzerindeki etkisi / The effect of science and technology course activities based an active learning over problem solving skill and achievements of elemantary students. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. (5), s. 115-132.
