Anlamaya dayalı tasarım modelinin (UBD) 4.sınıf sosyal bilgiler dersinde problem çözme ve işbirliği ile akademik başarıya etkisinin incelenmesi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı ilkokul dördüncü sınıf Sosyal Bilgiler öğretiminde Anlamaya Dayalı Tasarım Modelinin (UbD) öğrencilerin problem çözme, işbirliği becerisi ve akademik başarısına etkisini incelemektir. Araştırma karma yöntemle yürütülmüş ve araştırmada zenginleştirilmiş desen kullanılmıştır. Araştırmanın katılımcılarını dördüncü sınıfa devam eden 22'si deney, 19'u kontrol grubunda olmak üzere toplam 41 öğrenci oluşturmaktadır. Araştırmada nitel veri toplama araçlarından "Problem Çözme Basamakları Öğretmen Gözlem Formu", "İş Birlikli Öğrenme Rubriği", "UbD Uygulaması Öğretmen Görüşme Formu" kullanılmıştır. Nicel veri toplama aracı olarak "Problem Çözme Becerisi Ölçeği", "İş Birlikli Çalışma Ölçeği", "Sosyal Bilgiler Akademik Başarı Testi" kullanılmıştır. Nitel verilerin analizinde betimsel istatistik sonuçlarından yararlanılmıştır. Nicel verilerin analizinde Mann-Whitney U, Welch t-testi, ANOVA ve Shapiro-Wilk testinden faydalanılmıştır. Araştırmadan elde edilen nitel bulgularına göre UbD'nin problem çözme, işbirliği becerisine ve akademik başarıya katkı sağladığı görülmüştür. Elde edilen nicel bulgulara göre, problem çözme ve işbirlikli çalışma beceri puanlarında deney grubu lehine anlamlı bir fark olduğu görülmüştür. Uygulanan Sosyal Bilgiler Akademik Başarı Testi sonuçlarına göre deney ve kontrol gruplarının her ikisinin de akademik başarısında artış olduğu görülmüştür fakat UbD'ye dayalı öğretimin yapıldığı deney grubunun başarısının, geleneksel yöntemlerin uygulandığı kontrol grubuna göre anlamlı düzeyde farklı olduğu gözlemlenmiştir. Araştırmanın verilerinden elde edilen bulgular, UbD'nin problem çözme ve işbirlikli çalışma becerisinin gelişimine, akademik başarının artmasına katkı sağladığı ve öğrencilerin öğrenme sürecine karşı motivasyonunu arttırdığını göstermektedir.
The purpose of this study is to examine the effect of the Understanding-Based Design Model (UbD) on students' problem solving, collaboration skills and academic achievement in the fourth grade social studies course. The research was conducted with mixed method and an enriched design was used in the study. The participants of the study consisted of 41 fourth grade students, 22 in the experimental and 19 in the control group. "Problem Solving Steps Teacher Observation Form", "Cooperative Learning Rubric", "UbD Application Teacher Interview Form" were used as qualitative data collection tools. "Problem Solving Skills Scale", "Cooperative Work Scale", "Social Studies Academic Achievement Test" were used as quantitative data collection tools. Descriptive statistics results were used to analyze qualitative data. Mann-Whitney U, Welch t-test, ANOVA and Shapiro-Wilk test were used to analyze quantitative data. According to the qualitative findings obtained from the study, it was seen that UbD contributed to problem solving, cooperation skills and academic achievement. According to the quantitative findings, there was a significant difference in favor of the experimental group in problem solving and collaboration skill scores. According to the results of the Social Studies Academic Achievement Test, it was observed that there was an increase in the academic achievement of both the experimental and control groups, but it was observed that the achievement of the experimental group in which Ubd-based teaching was applied was significantly different from the control group in which traditional methods were applied. The findings obtained from the data of the study show that UCD contributes to the development of problem solving and collaborative working skills, increases academic achievement and increases students' motivation towards the learning process.
The purpose of this study is to examine the effect of the Understanding-Based Design Model (UbD) on students' problem solving, collaboration skills and academic achievement in the fourth grade social studies course. The research was conducted with mixed method and an enriched design was used in the study. The participants of the study consisted of 41 fourth grade students, 22 in the experimental and 19 in the control group. "Problem Solving Steps Teacher Observation Form", "Cooperative Learning Rubric", "UbD Application Teacher Interview Form" were used as qualitative data collection tools. "Problem Solving Skills Scale", "Cooperative Work Scale", "Social Studies Academic Achievement Test" were used as quantitative data collection tools. Descriptive statistics results were used to analyze qualitative data. Mann-Whitney U, Welch t-test, ANOVA and Shapiro-Wilk test were used to analyze quantitative data. According to the qualitative findings obtained from the study, it was seen that UbD contributed to problem solving, cooperation skills and academic achievement. According to the quantitative findings, there was a significant difference in favor of the experimental group in problem solving and collaboration skill scores. According to the results of the Social Studies Academic Achievement Test, it was observed that there was an increase in the academic achievement of both the experimental and control groups, but it was observed that the achievement of the experimental group in which Ubd-based teaching was applied was significantly different from the control group in which traditional methods were applied. The findings obtained from the data of the study show that UCD contributes to the development of problem solving and collaborative working skills, increases academic achievement and increases students' motivation towards the learning process.
Açıklama
Sosyal Bilimler Enstitüsü, İlköğretim Sınıf Öğretmenliği Eğitimi Ana Bilim Dalı, Sınıf Öğretmenliği Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
