Farklı stratejilerle zenginleştirilmiş 5E modeline dayalı fen öğretiminin öğrenci başarısı ve tutumuna etkisi
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Fen Bilimleri Enstitüsü / İlköğretim Fen Bilgisi Eğitimi Ana Bilim Dalı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada fen eğitiminde 6. Sınıf "Elektriğin İletimi" ünitesinde REACT ile zenginleştirilmiş 5E Modeli, bilgisayar destekli 5E modeli ve geleneksel eğitim modeli uygulanarak işlenen dersin öğrenci başarısına ve fen dersine yönelik tutumuna etkisi incelenmiştir. Araştırma modeli olarak deneysel yöntem, ön test-son test kontrol gruplu yarı deneysel desen modeli uygulanmıştır. Çalışma İç Anadolu Bölgesi Ankara ilinde 2018-2019 eğitim öğretim yılının II. Döneminde bir ortaokulda 12 ders saati kapsamında gerçekleştirilmiştir. Çalışma grubu, okulun 6. Sınıf düzeyinde 30 kişilik iki deney grubu, 30 kişilik kontrol grubu olmak üzere toplam 90 öğrenciden oluşmuştur. Dersler Deney Grubu I' de REACT ile zenginleştirilmiş 5E modeli ile Deney Grubu II'de bilgisayar destekli 5E modeli ile işlenirken kontrol grubunda ise Millî Eğitim Bakanlığı 6. Sınıf ortaokul ders kitabına uygun olarak geleneksel model ile işlenmiştir. Çalışma verileri 21 sorudan oluşan Fen Bilimleri Başarı Testi ve 20 maddeden oluşan Fen Tutum Testi ile toplanmıştır. Veri analizleri için IBM SPSS Statistics 20 programı kullanılarak Kruskal Wallis ve Wilcoxon testleri kullanılmıştır. Öğrenci başarısı yönünden ön test analizleri sonucunda aralarında anlamlı bir fark olmayan deney ve kontrol gruplarında, son test sonuçlarında deney grupları kontrol grubundan anlamlı bir şekilde farklılaşmıştır. Deney grupları kendi aralarında başarı yönünden incelendiğinde aralarında anlamlı bir fark bulunmamıştır. 5E modelinin React ile zenginleştirilmesi ve 5E modelinin bilgisayar destekli öğretim yöntemiyle uygulanması deney gruplarında yer alan öğrencilerin başarısını olumlu yönde etkilemiştir. Uygulanan yöntemlerin ikisi de günümüzde etkili bir şekilde kullanılan, etkililiği kabul edilmiş öğretim yöntemlerindendir. Öğrenci ortalamalarına bakıldığında bilgisayar destekli 5E yöntemi veri sonuçlarına göre daha güçlü bir yöntem olarak karşımıza çıkmaktadır. Deney ve kontrol gruplarındaki öğrencilerin fen bilimleri dersine karşı tutumlarında uygulama öncesi ve sonrasında değişiklik gözlenmemiştir. 6. Sınıf 'Elektriğin İletimi' ünitesi öğrencilerin ön bilgi düzeyleri belirlenip 5E modeli çerçeveye alınıp bilgisayar destekli olarak, ünite konu ve kavramları ayrıca günlük yaşamdan örneklerle ilişkilendirilerek öğretilmesi öğrencilerin başarı düzeyinde artış olması açısından önerilmektedir.
In this study, the effect of the lesson taught by applying the REACT-enriched 5E Model, computer-aided 5E model, and traditional education model in the 6th grade "Transmission of Electricity" unit in science education on students' academic success and attitudes towards science lessons was examined. The experimental method, quasi-experimental design model with pretest-posttest control group was used as a research model. It carried the study out in the province of Ankara in the Central Anatolian Region of the 2018-2019 academic year. It was held within the scope of 12 lesson hours in a secondary school during the period. The study group comprised 90 students in total, two experimental groups of 30 people and a control group of 30 students at the 6th grade level of the school. While the lessons were taught with the 5E model enriched with REACT in the Experimental Group I and the computer-aided 5E model in the Experimental Group II, the lessons were taught with the traditional model by the 6th-grade secondary school textbook of the Ministry of National Education in the control group. The study data were collected with the Science Achievement Test comprising 21 questions and the Science Aptitude Test consisting of 20 items. Kruskal Wallis and Wilcoxon tests were used for data analysis using the IBM SPSS Statistics 20 program. As a result of the pre-test analysis in terms of student achievement, there was no significant difference between the experimental and control groups, and the experimental groups differed significantly from the control group in the post-test results. When the experimental groups were examined in terms of success among themselves, no significant difference was found between them. The enrichment of the 5E model with React and the application of the 5E model with the computer-aided teaching method had a positive effect on the success of the students in the experimental groups. Both of the applied methods are among the teaching methods that are used effectively today and whose effectiveness has been accepted. Considering the student averages, the computer-assisted 5E method emerges as a more powerful method than the data results. No change was observed in the attitudes of the students in the experimental and control groups towards the science course before and after the application. In order to increase the success level of the students, it is recommended to determine the preliminary knowledge levels of the 6th Grade 'Transmission of Electricity' unit students, to take the 5E model into the framework and to teach the unit topics and concepts with computer aid, as well as associating the unit topics and concepts with examples from daily life.
In this study, the effect of the lesson taught by applying the REACT-enriched 5E Model, computer-aided 5E model, and traditional education model in the 6th grade "Transmission of Electricity" unit in science education on students' academic success and attitudes towards science lessons was examined. The experimental method, quasi-experimental design model with pretest-posttest control group was used as a research model. It carried the study out in the province of Ankara in the Central Anatolian Region of the 2018-2019 academic year. It was held within the scope of 12 lesson hours in a secondary school during the period. The study group comprised 90 students in total, two experimental groups of 30 people and a control group of 30 students at the 6th grade level of the school. While the lessons were taught with the 5E model enriched with REACT in the Experimental Group I and the computer-aided 5E model in the Experimental Group II, the lessons were taught with the traditional model by the 6th-grade secondary school textbook of the Ministry of National Education in the control group. The study data were collected with the Science Achievement Test comprising 21 questions and the Science Aptitude Test consisting of 20 items. Kruskal Wallis and Wilcoxon tests were used for data analysis using the IBM SPSS Statistics 20 program. As a result of the pre-test analysis in terms of student achievement, there was no significant difference between the experimental and control groups, and the experimental groups differed significantly from the control group in the post-test results. When the experimental groups were examined in terms of success among themselves, no significant difference was found between them. The enrichment of the 5E model with React and the application of the 5E model with the computer-aided teaching method had a positive effect on the success of the students in the experimental groups. Both of the applied methods are among the teaching methods that are used effectively today and whose effectiveness has been accepted. Considering the student averages, the computer-assisted 5E method emerges as a more powerful method than the data results. No change was observed in the attitudes of the students in the experimental and control groups towards the science course before and after the application. In order to increase the success level of the students, it is recommended to determine the preliminary knowledge levels of the 6th Grade 'Transmission of Electricity' unit students, to take the 5E model into the framework and to teach the unit topics and concepts with computer aid, as well as associating the unit topics and concepts with examples from daily life.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim = Education and Training
