Sosyobilimsel temelli öğretimin 8. sınıf öğrencilerinin akademik başarı, analitik düşünme ve öğrenme çevikliği 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 ortaokul sekizinci sınıf Fen Bilimleri dersi DNA ve Genetik Kod ünitesi kapsamında uygulanan sosyobilimsel temelli etkinliklerin öğrencilerin akademik başarılarına, analitik düşünme ve öğrenme çevikliği becerilerine etkisini incelemektir. Bu amaca yönelik iç ve dış geçerliliği beraber sağlayan Solomon Dört Gruplu Model kullanılmıştır. Araştırma 2023-2024 eğitim öğretim yılının ilk dönemi Düzce ili Merkez ilçesine bağlı bir devlet okulunda uygulanmıştır. Var olan dört sekizinci sınıftan yansız atama ile iki deney iki kontrol grubu olacak şekilde toplamda 84 öğrenci örneklemi oluşturmaktadır. Bu gruplardan Deney1 ve Kontrol2 gruplarına veri toplama araçlarından olan ön test ve son test uygulanırken Deney2 ve Kontrol1 gruplarına sadece son test uygulanmıştır. Bu şekilde ön testin sonuçlardaki etkisi en aza indirilmeye çalışılmıştır. Yedi hafta boyunca yürütülen çalışmada deney gruplarına hazırlanan sosyobilimsel temelli etkinlikler uygulanmış, kontrol gruplarında ise 2018 Fen Bilimleri Öğretim Programı (FBÖP)'nda var olan etkinlikler kapsamında öğretime devam edilmiştir. Veri toplama aracı olarak uygulanan kazanımları içeren daha önce Milli Eğitim Bakanlığının gerçekleştirmiş olduğu sınavlarda sorulan sorulardan oluşan "Akademik Başarı Testi", "Analitik Düşünme Ölçeği" ve "Öğrenme Çevikliği Ölçeği" kullanılmıştır. Veri analizinde ANOVA ve t-testi uygulanmıştır. Araştırma bulgularına göre Sosyobilimsel temelli etkinlikleri içeren öğretimin öğrencilerin akademik başarısını anlamlı düzeyde arttırdığını ancak öğrencilerin analitik düşünme ve öğrenme çevikliği becerilerinde anlamlı değişiklik olmadığını göstermiştir. Araştırma sonuçlarına dayanarak gelecekte yapılabilecek çalışmalara yönelik araştırmacılara öneriler sunulmuştur.
The purpose of this research is to examine the effects of socio-scientific based activities implemented within the scope of the DNA and Genetic Code unit of the eighth grade Science course in middle school on students' academic achievement, analytical thinking and learning agility skills. For this purpose, the Solomon Four-Group Model, which provides internal and external validity together, was used. The research was implemented in a public school in the central district of Düzce province in the first semester of the 2023-2024 academic year. A total of 84 students were sampled from four existing eighth grades, with two experimental and two control groups, through unbiased assignment. While the pre-test and post-test, which are data collection tools, were applied to the Experimental1 and Control2 groups, only the post-test was applied to the Experimental2 and Control1 groups. In this way, the effect of the pre-test on the results was tried to be minimized. In the study carried out for seven weeks, socio-scientific based activities prepared for the experimental groups were applied, while in the control groups, education continued within the scope of the activities in the 2018 Science Curriculum. As data collection tools, the "Academic Achievement Test", "Analytical Thinking Scale" and "Learning Agility Scale" consisting of questions asked in the exams previously conducted by the Ministry of National Education, including the implemented gains, were used. ANOVA and t-test were applied in data analysis. According to the research findings, it was shown that the teaching including socio-scientific based activities significantly increased the academic success of the students, but there was no significant change in the students' analytical thinking and learning agility skills. Based on the research results, suggestions were presented to the researchers for future studies.
The purpose of this research is to examine the effects of socio-scientific based activities implemented within the scope of the DNA and Genetic Code unit of the eighth grade Science course in middle school on students' academic achievement, analytical thinking and learning agility skills. For this purpose, the Solomon Four-Group Model, which provides internal and external validity together, was used. The research was implemented in a public school in the central district of Düzce province in the first semester of the 2023-2024 academic year. A total of 84 students were sampled from four existing eighth grades, with two experimental and two control groups, through unbiased assignment. While the pre-test and post-test, which are data collection tools, were applied to the Experimental1 and Control2 groups, only the post-test was applied to the Experimental2 and Control1 groups. In this way, the effect of the pre-test on the results was tried to be minimized. In the study carried out for seven weeks, socio-scientific based activities prepared for the experimental groups were applied, while in the control groups, education continued within the scope of the activities in the 2018 Science Curriculum. As data collection tools, the "Academic Achievement Test", "Analytical Thinking Scale" and "Learning Agility Scale" consisting of questions asked in the exams previously conducted by the Ministry of National Education, including the implemented gains, were used. ANOVA and t-test were applied in data analysis. According to the research findings, it was shown that the teaching including socio-scientific based activities significantly increased the academic success of the students, but there was no significant change in the students' analytical thinking and learning agility skills. Based on the research results, suggestions were presented to the researchers for future studies.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
