Argümantasyona dayalı fen öğretiminin derse yönelik tutum ve problem çözme becerileri algısına etkisi
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Tarih
2019
Yazarlar
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Yayıncı
Aksaray Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, Argümantasyona Dayalı Fen öğretiminin öğrencilerin problem çözme becerilerine yönelik algıları ve fene yönelik tutumları üzerindeki etkisini incelemektir. Araştırmada çalışma grubunun belirlenmesinde uygun örnekleme yöntemi tercih edilmiştir. Bu araştırmanın çalışma grubunu, 2017-2018 eğitim-öğretim yılında, Kayseri ili Yahyalı ilçesinde yer alan bir devlet okulunun 7. sınıfının iki ayrı şubesinde öğrenim gören 38 öğrenci oluşturmaktadır. Bu şubelerden 21 kişiden oluşan bir sınıf deney grubu, 17 kişiden oluşan diğer sınıf da kontrol grubu olarak seçilmiştir. Bu çalışma, nicel araştırma yöntemlerinden öntest-sontest kontrol gruplu yarı-deneysel araştırma yöntemi kullanılarak yürütülmüştür. Kontrol grubu öğrencileri mevcut öğretim yaklaşımı ile öğrenim görürken, deney grubu öğrencileri ise Argümantasyona Dayalı Fen Öğretimi (ADFÖ) yaklaşımı ile öğrenim görmüşlerdir. Çalışma ön-test ve son-testlerin uygulanması da dâhil olmak üzere 18 ders saati sürmüştür. Çalışmada deney grubu uygulamaları için, 7. sınıf bahar dönemi sosyobilimsel konuları tercih edilmiştir. Çalışmada "Problem Çözme Becerilerine Yönelik Algı Ölçeği" ve "Fene Yönelik Tutum Ölçeği" nicel verilerin analizi için kullanılmıştır. Çalışmada nonparametrik istatistik tekniklerinden Mann-Whitney-U ilişkisiz örneklemeler ve Wilcoxon işaretli sıralar testi kullanılmıştır. Çalışma sonucuna göre, argümantasyon etkinlikleri ile uygulama yapılan deney grubu öğrencilerinin, kontrol grubu öğrencilerine göre problem çözme becerilerine yönelik algılarında istatistiksel olarak anlamlı bir farklılık görülürken, fene yönelik tutumda anlamlı bir fark bulunmamıştır. Anahtar Kelimeler: Fen eğitimi, argümantasyon, argümantasyona dayalı fen öğretimi, problem çözme becerisi, tutum, sosyobilimsel konular.
The aim of this study is to examine the effect of argumentation based science education on the attitude towards science and the perception of problem solving skills. In the study, convenient sampling method was preferred for determining the study group. The study group of this research is containing 38 students of 7th grade of 2 different groups attending a middle school located in Yahyalı province of the city of Kayseri in 2017-2018 academic year. While one of the group which contains 17 students was picked as experimental group the other group (containing 21 students) was chosen as control group. This study was carried out by using pre-test and post-test group of semi-experimental research method. While the control group students were being applied the current teaching approach, the experimental group students were doing activities based on Argumentation Based Science Teaching (ABST) approach. The study lasted 18 classes including the implementation of pre-tests and post-tests. 7th grade socioscientific subjects of spring semester were preferred in experimental group applications. "The Scale For Problem Solving" and "Attitude Towards Science Scale" were used to analyze the quantitative data in this research. Mann-Whitney-U Unrelated Samples, Shapiro-Wilk and Wilcoxon Signed Rank were applied nonparametrically. According to the results of the research, even though there was a statistical difference between experimental group students who did argumentation based activities and control group students in their problem solving skills, there was not a significant difference on their attitude towards science. Keywords: Science education, argumentation, argument based science learning, problem solving skills, attitude towards science, socioscientific topics.
The aim of this study is to examine the effect of argumentation based science education on the attitude towards science and the perception of problem solving skills. In the study, convenient sampling method was preferred for determining the study group. The study group of this research is containing 38 students of 7th grade of 2 different groups attending a middle school located in Yahyalı province of the city of Kayseri in 2017-2018 academic year. While one of the group which contains 17 students was picked as experimental group the other group (containing 21 students) was chosen as control group. This study was carried out by using pre-test and post-test group of semi-experimental research method. While the control group students were being applied the current teaching approach, the experimental group students were doing activities based on Argumentation Based Science Teaching (ABST) approach. The study lasted 18 classes including the implementation of pre-tests and post-tests. 7th grade socioscientific subjects of spring semester were preferred in experimental group applications. "The Scale For Problem Solving" and "Attitude Towards Science Scale" were used to analyze the quantitative data in this research. Mann-Whitney-U Unrelated Samples, Shapiro-Wilk and Wilcoxon Signed Rank were applied nonparametrically. According to the results of the research, even though there was a statistical difference between experimental group students who did argumentation based activities and control group students in their problem solving skills, there was not a significant difference on their attitude towards science. Keywords: Science education, argumentation, argument based science learning, problem solving skills, attitude towards science, socioscientific topics.
Açıklama
Anahtar Kelimeler
Fen Eğitimi, Argümantasyon, Argümantasyona Dayalı Fen Öğretimi, Problem Çözme Becerisi, Tutum, Sosyobilimsel Konular, Science Education, Argumentation, Argument Based Science Learning, Problem Solving Skills, Attitude Towards Science, Socioscientific Topics
