İlkokul öğrencilerinin bitki farkındalıklarının incelenmesi
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Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, ilkokul öğrencilerinin bitki farkındalığı ile ilgili bilişsel seviyelerinin belirlenmesi amacıyla yapılmıştır. Bu bağlamda, çalışma grubu, 2017-2018 Eğitim-Öğretim yılında Güneydoğu Anadolu Bölgesinin bir ilçesinde okuyan seksen dört öğrenciden oluşmaktadır. Bu araştırma, nitel araştırma yöntemlerinden biri olan fenomenolojik tasarım ile gerçekleştirilmiştir. Araştırmanın verileri çiz ve anlat tekniği ve yarı yapılandırılmış görüşmelerle toplanmıştır. Analiz sonuçlarına göre, abiyotik, biyotik ve yapay faktörlerden oluşan üç tema altında doksan sekiz farklı kod belirlenmiştir. Abiyotik faktörlerle ilgili on beş kod, biyotik faktörlerle ilgili altmış bir kod ve yapay faktörlerle ilgili yirmi iki kod bulunmaktadır. Uygulama sırasında öğrencilerden yaşam alanları hakkında bir resim çizmeleri ve çizdiklerini anlatmaları istenmiştir. Çizim sürecini tamamladıktan sonra, öğrencilere bu konuda on bir soru sorulmuştur. Verilerin analizinde kullanılan Ki-Kare Bağımsızlık testine göre öğrencilerin bitki farkındalığı ile cinsiyet, sınıf düzeyi, fen dersleri alıp almamaları arasında anlamlı bir ilişki olduğu görülmüştür.
This study was done for the purpose determine the cognitive levels about plant awareness of primary school students. In this context, the study group consisted of eighty four students of, who were attending primary school 2017-2018 Educational Year in a medium-sized province of the South East of Turkey. This research was carried out by phenomenological design that is one of the qualitative research methods. The data of the research was collected by draw and tell technique and semi-structured interviews. According to the results of analysis, ninetyeight different codes were identified under three themes which compose of abiotic, biotic and artificial factors. There are fifteen codes related to abiotic factors, sixty one related to biotic factors and twenty two codes related to artificial factors. During the application, students were asked to draw a picture about their living space and to narrate what they draw. After they finished their drawing process, eleven questions were asked to students about thıs subject. According to the Chi-Square Independence Test used in the analysis of the data, a significant relationship was found between the students' plant awareness and whether they received gender, class level, science courses .
This study was done for the purpose determine the cognitive levels about plant awareness of primary school students. In this context, the study group consisted of eighty four students of, who were attending primary school 2017-2018 Educational Year in a medium-sized province of the South East of Turkey. This research was carried out by phenomenological design that is one of the qualitative research methods. The data of the research was collected by draw and tell technique and semi-structured interviews. According to the results of analysis, ninetyeight different codes were identified under three themes which compose of abiotic, biotic and artificial factors. There are fifteen codes related to abiotic factors, sixty one related to biotic factors and twenty two codes related to artificial factors. During the application, students were asked to draw a picture about their living space and to narrate what they draw. After they finished their drawing process, eleven questions were asked to students about thıs subject. According to the Chi-Square Independence Test used in the analysis of the data, a significant relationship was found between the students' plant awareness and whether they received gender, class level, science courses .
Açıklama
Anahtar Kelimeler
Çevre, Çevre Eğitimi, Bitki Farkındalığı, Environmental, Environmental Education, Plant Awareness
