Sosyal Bilgiler dersinde etkinlik temelli öğretimin çevresel sorumlu vatandaşlık davranışlarına etkisinin incelenmesi
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Dosyalar
Tarih
2019
Yazarlar
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Yayıncı
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada çevre okuryazarlığı becerisini geliştirici etkinliklerin öğrencilerin çevresel sorumlu vatandaşlık davranışlarına etkisinin incelenmesi amaçlanmıştır. Bu araştırmada nicel ve nitel verilerin bir arada olduğu karma araştırma deseni kullanılmıştır. Nicel araştırma kapsamında, yarı deneysel desen olan ön test son test eşleştirilmiş kontrol gruplu desenden yararlanılmıştır. Bu bağlamda Özdemir Özden (2011)’in geliştirmiş olduğu davranış ölçeği öğrencilere eş zamanlı olarak İnsanlar, Yerler ve Çevreler öğrenme alanı doğrultusunda ön test ve son test şeklinde uygulanmıştır. 5/D sınıfı kontrol grubu iken, 5/F sınıfı da deney grubu olarak seçilmiştir. Deney grubu öğrencilerine konular beş hafta çeşitli etkinlikler ile birlikte işlenirken, kontrol grubundaki öğrencilere de standart müfredata göre dersler işlenmiştir. Nitel araştırmaya yönelik süreçte ise deney grubu öğrencilerinden 8 öğrenciye ders kapsamında uygulanan etkinlikler ile alakalı yarı yapılandırılmış görüşme yapılmıştır. Her iki grupta da konuların bitiminden sonra son test yaptırılarak uygulama tamamlanmıştır. Nicel verilerin analizinde, SPSS programı kullanılmıştır. Analizlerde t testi kullanılmıştır. Analizler sonucunda ulaşılan bulgulara göre deney grubu lehine anlamlı bir farkın olduğu tespit edilmiştir. Bu sonuca göre çeşitli etkinliklerin kullanılarak ders işlenen deney grubu öğrencileri, standart müfredat ile derslerin işlendiği kontrol grubu öğrencilerinden daha başarılı olmuştur. Yarı yapılandırılmış görüşmelerle; öğrencilerin derslerde uygulanan etkinlikler ile çevre ve çevre eğitimini iyi bir şekilde anladıkları, derse ilgi ve isteklerinin arttığı ve insanlar, yerler ve çevreler öğrenme alanını daha iyi bir şekilde öğrendikleri belirlenmiştir. Araştırma kapsamında ulaşılan sonuçlardan hareketle, öğretmenlerin sosyal bilgiler derslerinde etkinlik temelli öğretimden ve çeşitli materyallerden faydalanmaları önerilmektedir.
By this study, it is aimed to investigate the effects of the activities that formate the environmental literacy skill to the students’ environmental responsible citizenship behaviors. At this study, it was made use of the mixed research design which includes quantitative and qualitative data together. In the context of quantitative research, it was utilised from the control group pattern which is quasi-experimental and whose pre-test and final test is matched. In this context, the behavior scale formalised by Ozdemir Ozden (2011) is applied to the students simultaneously, in accordance with people, places and environments’ learning domain as a pre-test and final test. While the class 5-D is the control group, the class 5-F is chosen as the experimental group. The topics were taught to the experimental group with varied activities during five weeks; to the control group, on the other hand, the topics were taught in terms of standard curriculum. As to the qualitative reseach process, the semi-structured interview which connected to the activities applied at the course was applied to the 8 students chosen from the experimental group. After the topics were taught, the implementation was completed by applying the final test to both of the groups. SPSS programme was applied to the analysis of the quantitative data. T test was used at the analysis. In terms of findings attained in consequence of the analysis, it was confirmed that there is an important difference on behalf of the experimental group. According to this research, the students of experimental group taught varied activities are more successful than the students of control group taught just the standard curriculum. It was attained that the students learn the environment and environmental education pretty well, this increases their interest and attention much more and finally they learn people, places and environments better with semi-structured interviews. By the results of this research, it is suggested that teachers should make use of the activity based teaching method and varied materials at Social Sciences course.
By this study, it is aimed to investigate the effects of the activities that formate the environmental literacy skill to the students’ environmental responsible citizenship behaviors. At this study, it was made use of the mixed research design which includes quantitative and qualitative data together. In the context of quantitative research, it was utilised from the control group pattern which is quasi-experimental and whose pre-test and final test is matched. In this context, the behavior scale formalised by Ozdemir Ozden (2011) is applied to the students simultaneously, in accordance with people, places and environments’ learning domain as a pre-test and final test. While the class 5-D is the control group, the class 5-F is chosen as the experimental group. The topics were taught to the experimental group with varied activities during five weeks; to the control group, on the other hand, the topics were taught in terms of standard curriculum. As to the qualitative reseach process, the semi-structured interview which connected to the activities applied at the course was applied to the 8 students chosen from the experimental group. After the topics were taught, the implementation was completed by applying the final test to both of the groups. SPSS programme was applied to the analysis of the quantitative data. T test was used at the analysis. In terms of findings attained in consequence of the analysis, it was confirmed that there is an important difference on behalf of the experimental group. According to this research, the students of experimental group taught varied activities are more successful than the students of control group taught just the standard curriculum. It was attained that the students learn the environment and environmental education pretty well, this increases their interest and attention much more and finally they learn people, places and environments better with semi-structured interviews. By the results of this research, it is suggested that teachers should make use of the activity based teaching method and varied materials at Social Sciences course.
Açıklama
Anahtar Kelimeler
Çevre Okuryazarlığı, Etkinlik Temelli Öğretim, Çevre Eğitimi, Çevresel Sorumlu Vatandaşlık, Sosyal Bilgiler, Environmental Literacy, Activity Based Teaching, Environmental Education, Environmental Respansible Citizenship, Social Sciences
