Zihin haritası kullanımının 6.sınıf öğrencilerinin akademik başarı, kalıcılık ve fene yönelik tutumlarına etkisi
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Dosyalar
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
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Yayıncı
Aksaray Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı fen bilimleri dersinde zihin haritası kullanımının öğrencilerin akademik başarısına, fene yönelik tutumlarına ve öğrenilen bilgilerin zihinde kalıcılığına etkisini belirlemektir. Araştırma 2013-2014 eğitim-öğretim yılının ikinci döneminde Ankara ilinin Keçiören ilçesindeki Keçiören Ortaokulu'nda 6. sınıfta okumakta olan 61'i deney, 61'i kontrol grubu olmak üzere olmak üzere toplam 122 öğrenci ile 5 hafta boyunca yürütülmüştür. Çalışmada nicel araştırma yöntemlerinden birisi olan yarı deneysel desenlerden kontrol gruplu ön test-son test araştırma deseni kullanılmıştır. Altıncı sınıf fen bilimleri dersi öğretim programında yer alan ''Vücudumuzdaki Sistemler'' ünitesi deney grubunda zihin haritaları ile desteklenmiş öğretimle yürütülürken, kontrol grubundaki öğrenciler ile fen bilimleri dersi öğretim programına göre işlenmiştir. Araştırmada öğrencilerin akademik başarılarının ölçülmesinde 6. sınıf fen bilimleri dersi ''Vücudumuzdaki Sistemler'' ünitesi ile ilgili olarak geliştirilen akademik başarı testi kullanılmıştır. Öğrencilerin fen bilimleri dersine yönelik tutumlarını belirlemek amacıyla da tutum ölçeği kullanılmıştır. Akademik başarı testi ile fen bilimleri dersine yönelik tutum ölçeği deney ve kontrol grubu öğrencilerine ön test ve son test olarak uygulanmıştır. Zihin haritalarının öğrenilen bilgilerin hatırda kalıcılığı üzerindeki etkilerini belirlemek amacıyla da uygulamadan 4 hafta sonra akademik başarı testi her iki gruptaki öğrencilere tekrar uygulanmıştır. Araştırmada elde edilen veriler bağımsız gruplar t-testi ile analiz edilmiştir. Araştırma sonucunda, deney grubu öğrencilerinin akademik başarı testi son test puan ortalamalarının kontrol grubu öğrencilerinin akademik başarı testi son test puan ortalamalarından istatistiksel olarak anlamlı seviyede daha yüksek olduğu bulunmuştur. Uygulama sonrasında fen bilimleri dersine yönelik tutum açısından yapılan değerlendirme sonucunda deney grubu öğrencilerinin tutum ölçeği son test puan ortalamaları ile kontrol grubu öğrencilerinin tutum ölçeği son test puan ortalamaları arasında anlamlı bir fark bulunmamıştır. Bununla birlikte, araştırma sonucunda elde edilen bulgular zihin haritaları ile desteklenmiş öğretimin bilgilerin hatırda kalıcılığı üzerinde daha etkili olduğunu göstermiştir. Araştırmadan elde edilen bulgular ışığında zihin haritalarıyla desteklenmiş etkinliklerin fen bilimleri derslerinde kullanılmasının öğrencilerin akademik başarılarına ve öğrenilen bilgilerin kalıcılığına katkısının olabileceği düşünülmektedir.
The aim of this study is to determine the effect of using mind maps in science lesson to the academic achievements of students, their attitudes towards science lesson, permanencing the leraned information in mind. The study had been condocted for 5 weeks at the second term of 2013-20144 academic year with studying in 6th grade students in Keçiören Secondary School in Keçiören district of Ankara, 61 of whom were experimental group, 61 of whom were control group the total students were 122. Pretest-posttest research design with control group from half experimental research design which is one of quantiative research methods had been used in this study . While the unit of ''Systems in Our Body'' which is in 6th grade science lesson curricculum was being conducted with mind maps in experiemental group, this unit was thought with control group according to science lesson curriculum. Academic achievement test which was develop associated with ''Systems in Our Body'' in 6th grade science lesson was used for the measurement of students' academic achievement. Attitude scale was used with aim of determining the students' attitudes towards science lesson. Academic achievement test and attitude scale towards science lesson was applied with pretest and posttest to students of experimental and control groups. Academic achievement test was applied to both group 4 weeks later after the application in order to determine the effects of performance in mind on the learned information of mind maps. The data obtained in this study was analyzed according to independent groups t-test. As a result of research , academic achievement test posttest scares of experimental group students were statistically at significantly higher level than academic achievement test posttest scores of control group students. After application, at result of evaluation in terms of attitudes to science lesson, significantly between the attitude scale post test scores of the experiemental group students and the attitude scale post test scores of the control group students hadn't been found. However, at result of research the findings showed that supported with mind maps teaching on the performance of the information in mind was more effective . By the light of findings obtained from the study the use of activities supported with mind maps in science lessons is thought to be contribution to students' academic achievement on the performance of the learned information.
The aim of this study is to determine the effect of using mind maps in science lesson to the academic achievements of students, their attitudes towards science lesson, permanencing the leraned information in mind. The study had been condocted for 5 weeks at the second term of 2013-20144 academic year with studying in 6th grade students in Keçiören Secondary School in Keçiören district of Ankara, 61 of whom were experimental group, 61 of whom were control group the total students were 122. Pretest-posttest research design with control group from half experimental research design which is one of quantiative research methods had been used in this study . While the unit of ''Systems in Our Body'' which is in 6th grade science lesson curricculum was being conducted with mind maps in experiemental group, this unit was thought with control group according to science lesson curriculum. Academic achievement test which was develop associated with ''Systems in Our Body'' in 6th grade science lesson was used for the measurement of students' academic achievement. Attitude scale was used with aim of determining the students' attitudes towards science lesson. Academic achievement test and attitude scale towards science lesson was applied with pretest and posttest to students of experimental and control groups. Academic achievement test was applied to both group 4 weeks later after the application in order to determine the effects of performance in mind on the learned information of mind maps. The data obtained in this study was analyzed according to independent groups t-test. As a result of research , academic achievement test posttest scares of experimental group students were statistically at significantly higher level than academic achievement test posttest scores of control group students. After application, at result of evaluation in terms of attitudes to science lesson, significantly between the attitude scale post test scores of the experiemental group students and the attitude scale post test scores of the control group students hadn't been found. However, at result of research the findings showed that supported with mind maps teaching on the performance of the information in mind was more effective . By the light of findings obtained from the study the use of activities supported with mind maps in science lessons is thought to be contribution to students' academic achievement on the performance of the learned information.
Açıklama
Anahtar Kelimeler
Zihin Haritaları, Fen Bilimleri Dersine Yönelik Tutum, Fen Bilimleri Eğitimi, Akademik Başarı, Kalıcılık, Mind Maps, Attitudes to Science, Science Teaching, Academic Achievement, Permanency
