Sistem düşüncesi yaklaşımının 6. sınıf öğrencilerinin akademik başarılarına ve sistem düşüncesi becerilerine etkisi
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, 6. sınıf fen bilimleri dersi "Vücudumuzdaki Sistemler ve Sağlığı" ünitesinin öğretiminde kullanılan sistem düşüncesi araçlarının, öğrencilerin akademik başarıları ve sistem düşüncesi becerileri üzerindeki etkisini incelemektir. Araştırmada, iç içe geçmiş karma araştırma deseni benimsenmiştir. Nicel boyutta, ön test-son test kontrol gruplu yarı deneysel model; nitel boyutta ise durum çalışması modeli kullanılmıştır. Nicel veriler, "Vücudumuzdaki Sistemler ve Sağlığı Ünitesi Başarı Testi (VSSÜBT)" ile; nitel veriler ise "Ergenlik Dönemi Bağlamında Sistem Düşüncesi Becerileri Soruları" aracılığıyla toplanmıştır. Araştırmanın çalışma grubunu, 2023-2024 eğitim-öğretim yılında Düzce Merkez ilçede bulanan bir okuldan, benzer özelliklere sahip 30'ar kişilik iki sınıf oluşturmaktadır. Deney grubunda dersler, sistem düşüncesi araçları entegre edilmiş 5E öğrenme modeliyle; kontrol grubunda ise yalnızca 5E öğrenme modeliyle işlenmiştir. Nicel veriler SPSS 25 programında ANOVA testiyle; nitel veriler ise geliştirilen bir rubrik doğrultusunda değerlendirilmiştir. Araştırma sonucunda, deney grubunun akademik başarı ortalamasının daha yüksek olduğu görülmüş; ancak gruplar arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Ergenlik dönemi bağlamında, analiz düzeyine karşılık gelen "sistem içindeki bileşenleri ve süreçleri tanımlama" becerisinde hem deney hem de kontrol grubu öğrencilerinin çoğu bedensel, duygusal ve sosyal bileşenleri belirleyerek en yüksek seviyeye ulaşmıştır. Sentez ve uygulama düzeyindeki becerilere ilişkin değerlendirmelerde ise, sentez düzeyindeki üç beceri (bileşenler arası basit ilişkileri belirleme, dinamik etkileşimleri düzenleyebilme, döngüsel yapıyı kavrayabilme) ve uygulama düzeyindeki bir beceri (geçmişe bakarak tahmin yapabilme) açısından deney grubu öğrencilerin daha yüksek beceri seviyelerinde oldukları bulunmuştur. Öte yandan, dinamik etkileşimleri belirleme, genelleme yapabilme ve örtük boyutları fark edebilme becerilerinde iki gruptaki öğrencilerin beceri seviyeleri benzerdir. Sonuç olarak, sistem düşüncesi becerilerinin ergenlik gibi karmaşık süreçlerin anlaşılmasında etkili olduğu ve sistem düşüncesi araçlarının bu becerileri geliştirmede önemli rol oynadığı ortaya konmuştur. Anahtar Sözcükler: 5E Öğrenme Modeli, Fen Eğitimi, Sistem Düşüncesi Araçları, Sistem Düşüncesi Yaklaşımı, Vücudumuzdaki Sistemler ve Sağlığı Ünitesi
The purpose of this study is to examine the effect of systems thinking tools used in the teaching of the 6th grade Science course "Systems in Our Body and Health" unit on students' academic achievement and systems thinking skills. In the study, a mixed research design was adopted. A quasi-experimental with pretest-posttest control group design was used; in the qualitative manner, a case study design was used. Quantitative data were collected through the "Systems in Our Body and Health Unit Achievement Test"; qualitative data were collected through the "Systems Thinking Skills Questions in the Context of Adolescence". The study group consisted of two intact classes of 30 students. Data collected in the 2023-2024 academic year. In the experimental group, the lessons were taught with the 5E learning model with integrated systems thinking tools; in the control group, the lessons were taught only with the 5E learning model. Quantitative data were analyzed with ANOVA test in SPSS 25 program; qualitative data were evaluated according to a rubric developed. As a result of the research, the average academic achievement of the experimental group was higher; however, no statistically significant difference was found between the groups. The skill of "identifying the components and processes within the system", which corresponds to the analysis level, most of the students in both the experimental and control groups reached the highest level by identifying physical, emotional and social components. In the evaluations related to synthesis and implementation level skills, significant differences were obtained in favor of the experimental group in terms of three synthesis level skills (identifying simple relationships between components, organizing dynamic interactions, understanding cyclical structure) and one implementation level skill (thinking temporally: retrospection and prediction). On the other hand, the level of identifying dynamic interactions, making generalizations and recognizing hidden dimensions skills were similar in both groups. As a result, it was revealed that systems thinking skills are effective in understanding complex processes such as adolescence and the system thinking tools plays an important role in developing these skills.
The purpose of this study is to examine the effect of systems thinking tools used in the teaching of the 6th grade Science course "Systems in Our Body and Health" unit on students' academic achievement and systems thinking skills. In the study, a mixed research design was adopted. A quasi-experimental with pretest-posttest control group design was used; in the qualitative manner, a case study design was used. Quantitative data were collected through the "Systems in Our Body and Health Unit Achievement Test"; qualitative data were collected through the "Systems Thinking Skills Questions in the Context of Adolescence". The study group consisted of two intact classes of 30 students. Data collected in the 2023-2024 academic year. In the experimental group, the lessons were taught with the 5E learning model with integrated systems thinking tools; in the control group, the lessons were taught only with the 5E learning model. Quantitative data were analyzed with ANOVA test in SPSS 25 program; qualitative data were evaluated according to a rubric developed. As a result of the research, the average academic achievement of the experimental group was higher; however, no statistically significant difference was found between the groups. The skill of "identifying the components and processes within the system", which corresponds to the analysis level, most of the students in both the experimental and control groups reached the highest level by identifying physical, emotional and social components. In the evaluations related to synthesis and implementation level skills, significant differences were obtained in favor of the experimental group in terms of three synthesis level skills (identifying simple relationships between components, organizing dynamic interactions, understanding cyclical structure) and one implementation level skill (thinking temporally: retrospection and prediction). On the other hand, the level of identifying dynamic interactions, making generalizations and recognizing hidden dimensions skills were similar in both groups. As a result, it was revealed that systems thinking skills are effective in understanding complex processes such as adolescence and the system thinking tools plays an important role in developing these skills.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, 5E Learning Model, Science Education, Systems Thinking Approach, Systems Thinking Tools, Systems In Our Body and Health Unit
