Argümantasyon destekli fen ve mühendislik uygulamalarının 7. sınıf öğrencilerinin ışık konusuna yönelik başarılarına etkisi
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Date
2021
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Aksaray Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Günümüz dünyasında bireylerin kariyerlerinde başarılı olabilmeleri için daha önce hiç olmadığı kadar kapsamlı ve donanımlı beceriler geliştirmeleri beklenmektedir. Bugün eğitimin amacı bilgiye ulaşım olarak kabul edilemez. Fen eğitiminde önemli reformlar arasında gösterilen Yeni Nesil Fen Standartlarının (NGSS) merkezinde argümantasyon ve tasarım temelli mühendislik uygulamaları yer almaktadır. Araştırmanın amacı argümantasyon destekli tasarım temelli fen ve mühendislik uygulamalarının ortaokul yedinci sınıf öğrencilerinin ışığın madde ile etkileşimi konusu öğrenci başarılarına etkisini tespit etmektir. Araştırma 2019-2020 öğretim yılının ikinci yarıyılında Konya’nın bir ilçesinde bulunan devlet ortaokulunda yedinci sınıfta eğitim gören öğrencilerle yürütülmüştür. Araştırma kontrol gruplu yarı deneysel desenlerden ön test-son test modeline göre gerçekleştirilmiştir. Deney ve kontrol grubu öğrencilerine ışık başarı testi uygulama öncesi ve sonrasında uygulanmıştır. Çalışma kapsamında deney grubunda öğretim süreci argümantasyon destekli mühendislik uygulamaları ile kontrol grubunda mevcut öğretim programı 5E modeline göre gerçekleştirilmiştir. Araştırma verileri normal dağılım gösterdiğinden verilerin analizinde t-testi kullanılmıştır. Uygulama sonrasında deney grubu öğrencilerinin ışık testi başarı puanları anlamlı düzeyde artmıştır. Araştırma sonucunda argümantasyon destekli tasarım temelli mühendislik uygulamalarının ışık konusunda ortaokul yedinci sınıf öğrencilerinin başarılarını artırdığı tespit edilmiştir. Uygulama ile birlikte öğrencilerin el becerilerini geliştirebilecekleri ortamlar oluşturulmuştur. Araştırmadan yola çıkarak fen eğitiminde argümantasyon destekli tasarım temelli mühendislik uygulamalarının kullanılması önerilmektedir.
: In today's world, it is expected that individuals should develop much more comprehensive and equipped capabilities than ever before to become successful in their careers. In the center of Next Generation Science Standards (NGSS) which is demonstrated as one of the significant reforms of science education lies argumentation and implementation of engineering design. Design practices consist of a series of creative problem-solving process. Argumentation includes evidence creation and conversation activities by criticizing data. This research aims to determine the influence of argumentation-supported design-based science and engineering implementation on the middle school seventh-grade students' success of the interaction of light with matter. The research has been conducted with 7 graders pupil in the educational year of 2019-2020 in the second term in a maintained school in Konya. Light achievement test was applied to the experimental and control group students before and after the application. The research was carried out according to the experimental model with a pre-test post-test control group, which is one of the quasi-experimental designs. While the education was followed through the 5E learning cycle model which is the existing science teaching curriculum with the control group, it was carried out by the argumentation supported designed based engineering practices with the experiment group in this study. t-test was used in the analysis of the data since the research data was a normal distribution. The experimental group students' light test success scores increased significantly after the implementation. As a conclusion of the research, it was identified that argumentation-supported design-based engineering applications increased seventh-grade students' achievement in the light subject. Students can improve their hand skills with the application. Considering the research, it is suggested that using the argumentation supported designed based engineering in science education.
: In today's world, it is expected that individuals should develop much more comprehensive and equipped capabilities than ever before to become successful in their careers. In the center of Next Generation Science Standards (NGSS) which is demonstrated as one of the significant reforms of science education lies argumentation and implementation of engineering design. Design practices consist of a series of creative problem-solving process. Argumentation includes evidence creation and conversation activities by criticizing data. This research aims to determine the influence of argumentation-supported design-based science and engineering implementation on the middle school seventh-grade students' success of the interaction of light with matter. The research has been conducted with 7 graders pupil in the educational year of 2019-2020 in the second term in a maintained school in Konya. Light achievement test was applied to the experimental and control group students before and after the application. The research was carried out according to the experimental model with a pre-test post-test control group, which is one of the quasi-experimental designs. While the education was followed through the 5E learning cycle model which is the existing science teaching curriculum with the control group, it was carried out by the argumentation supported designed based engineering practices with the experiment group in this study. t-test was used in the analysis of the data since the research data was a normal distribution. The experimental group students' light test success scores increased significantly after the implementation. As a conclusion of the research, it was identified that argumentation-supported design-based engineering applications increased seventh-grade students' achievement in the light subject. Students can improve their hand skills with the application. Considering the research, it is suggested that using the argumentation supported designed based engineering in science education.
Description
Keywords
Fen Eğitimi, Argümantasyon, Tasarım Temelli Fen ve Mühendislik, Işık, Science Education, Argumentation, Designed Based Science and Engineering
Journal or Series
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Value
Scopus Q Value
Volume
5
Issue
1
