REACT Stratejisinin ortaokul öğrencilerinin kavramsal anlama, bilimsel süreç ve yaşam becerileri üzerine etkisi
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Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı bağlam temelli öğrenme yaklaşımı REACT stratejisinin, öğrencilerin kavramsal anlamaları ile bilimsel süreç ve yaşam becerileri üzerine etkisini araştırmaktır. Çalışma 2019-2020 eğitim öğretim yılı birinci döneminde Batı Karadeniz Bölgesi' nde bir ortaokulda kolay ulaşılabilir örnekleme yöntemiyle seçilen yedinci sınıfta öğrenim gören 15 öğrenci ile yürütülmüştür. Araştırma, kuvvet ve enerji ünitesi konuları bağlam temelli öğrenme yaklaşımı REACT stratejisine göre araştırmacı tarafından hazırlanan ders planları ve etkinlikler ile yürütülmüştür. Haftalık 4'er ders saati uygulama sürecine dâhil edilmiştir. Uygulama toplam beş hafta süresince 20 ders saati sürmüştür. Çalışmada nitel ve nicel veri toplama araçlarının birlikte uygulandığı karma desenlerden açıklayıcı desen kullanılmıştır. Bu çalışma araştırma okulunun yedinci sınıf öğrencileri ile ön test-son test kontrol grupsuz deney öncesi desen ile yürütülmüştür. Araştırmada nicel veri toplama araçları olarak bilimsel süreç becerileri değerlendirme testi, yaşam beceri ölçeği, kuvvet ve enerji ünitesi kavramsal anlama testi kullanılırken; nitel veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmada REACT stratejisi etkinliklerinin öğrencilerin kavramsal anlamalarına olumlu etkisi olduğu bulgularına ulaşılırken; kavram yanılgılarını önleme, bilimsel süreç ve yaşam becerileri üzerine etkisi olduğuna yönelik bulgulara rastlanmamıştır. Çalışma bulguları doğrultusunda fen bilimleri derslerinde kullanılan REACT stratejisi etkinliklerinin, bilimsel kavram ile günlük yaşam arasında kurduğu anlamlı ilişkilerle, öğrenme ortamından istenen çıktılara ulaşabilmeyi sağlayacağı düşünülmektedir. Anahtar sözcükler: Bilimsel süreç becerileri, fen eğitimi, kuvvet ve enerji, REACT stratejisi, yaşam becerileri
The aim of this study is to research the effect of context-based learning approach REACT strategy on students' conceptual understanding, scientific process and life skills. The study was conducted in the first semester of the 2019-2020 Academic Year with 15 seventh grade students who were selected by the easily accessible sampling method in a secondary school in the Western Black Sea Region. In this research force and energy unit issues were carried out with lesson plans and activities prepared by the researcher according to the context-based learning approach REACT strategy. 4 lesson hours per week were included in the implementation process. The application took 20 lesson hours in a five-week period. In the study, an explanatory design, one of the mixed designs in which qualitative and quantitative data collection tools were applied together, was used. This study was conducted with the seventh grade students of the research school with the pre-experiment pattern without pre-test and post-test control group. While scientific process skills assessment test, life skill scale, force and energy unit conceptual understanding test were used as quantitative data collection tools in the study; Semi-structured interview form was used as a qualitative data collection tool. While it was found in the study that REACT strategy activities had a positive effect on students' conceptual understanding; There is no evidence that it has an effect on preventing misconceptions, scientific process and life skills. In line with the findings of the study, it is thought that the REACT strategy activities used in science lessons will provide the desired outcomes from the learning environment with the meaningful relationships it establishes between the scientific concept and daily life.
The aim of this study is to research the effect of context-based learning approach REACT strategy on students' conceptual understanding, scientific process and life skills. The study was conducted in the first semester of the 2019-2020 Academic Year with 15 seventh grade students who were selected by the easily accessible sampling method in a secondary school in the Western Black Sea Region. In this research force and energy unit issues were carried out with lesson plans and activities prepared by the researcher according to the context-based learning approach REACT strategy. 4 lesson hours per week were included in the implementation process. The application took 20 lesson hours in a five-week period. In the study, an explanatory design, one of the mixed designs in which qualitative and quantitative data collection tools were applied together, was used. This study was conducted with the seventh grade students of the research school with the pre-experiment pattern without pre-test and post-test control group. While scientific process skills assessment test, life skill scale, force and energy unit conceptual understanding test were used as quantitative data collection tools in the study; Semi-structured interview form was used as a qualitative data collection tool. While it was found in the study that REACT strategy activities had a positive effect on students' conceptual understanding; There is no evidence that it has an effect on preventing misconceptions, scientific process and life skills. In line with the findings of the study, it is thought that the REACT strategy activities used in science lessons will provide the desired outcomes from the learning environment with the meaningful relationships it establishes between the scientific concept and daily life.
Açıklama
YÖK Tez No: 651220
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Scientific process skills, science education, force and energy, REACT strategy, life skills
