Destekleme ve yetiştirme kurslarının ortaokul öğrencilerinin fen başarısına etkisinin incelenmesi: Ses ve özellikleri ünitesi
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Dosyalar
Tarih
2024
Yazarlar
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Yayıncı
Aksaray Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, destekleme ve yetiştirme kursları (DYK)'nın ortaokul altıncı sınıf öğrencilerinin fen bilimleri dersi akademik başarısı, problem çözme becerileri ve günlük hayatta karşılaştıkları olayları fen kavramlarıyla açıklayabilme becerileri üzerindeki etkisi araştırılmıştır. Araştırmanın çalışma grubunu 2022-2023 eğitim öğretim yılında Aksaray ilinde Merkez ilçesinde dört ortaokulda öğrenim gören altıncı ve yedinci sınıf öğrencileri oluşturmaktadır. Karma araştırma yöntemlerinin kullanıldığı çalışmanın nicel boyutunda ön test son test kontrol gruplu desen kullanılırken nitel boyutunda fenomenolojik araştırma yöntemi kullanılmıştır.129 yedinci sınıf öğrencisiyle geçerlik ve güvenirlik çalışmaları yapılmış başarı testi DYK'lere katılan ve katılmayan öğrencilere ön test olarak uygulanmıştır. Öğrencilerin problem çözme becerilerini ve günlük olayları fen kavramlarıyla açıklayabilme becerilerini ölçen ölçekler de öğrencilere eş zamanlı olarak uygulanmıştır. Ses ve özellikleri ünitesiyle ilgili okullarda ve DYK'lerde ders işleniş sürecinden sonra aynı ölçme araçları son test olarak uygulanmış ve sonuçlar analiz edilmiştir. Yapılan analizlere göre DYK'lerin ortaokul altıncı sınıf öğrencilerinin fen başarısı, problem çözme becerileri ve günlük olayları fen kavramlarıyla açıklayabilme becerileri üzerinde olumlu etkiye sahip olduğu sonucuna ulaşılmıştır. Çalışmanın nitel boyutunda ise fen bilimleri öğretmenlerinin DYK ile ilgili görüşleri alınmıştır. Bu doğrultuda DYK'lerin verimli olduğu ve DYK'lerden alınan verimin artırılması için ilave çalışmalar yapılması gerektiği sonucuna ulaşılmıştır.
In this study, the effect of DYKs' on sixth grades middle school students science courses academic success, decomposition of problems and ability to explain the events with science concepts that they encounter in daily life, was investigated. The study group of the research consists of sixth and seventh grade students studying in four public middle schools in the Central district of Aksaray in the 2022-2023 academic year. While the pre-test post-test control group design was used in the quantitative dimension of the study in which mixed research methods were used, the phenomenological research method was used in the qualitative dimension. Validity and reliability studies were conducted with 129 seventh grade students. The achievement test was applied as a pre-test to students who participated in DYKs and those who did not. Scales measuring students' problem-solving skills and their ability to explain daily events with science concepts were also administered to the students simultaneously. After the course teaching process in schools and DYKs related to the unit of sound and its properties, the same measurement tools were applied as a post-test and the results were analyzed. According to the analysis, it was concluded that DYKs had a positive effect on the science achievement of sixth grade middle school students, their problem-solving skills and their ability to explain daily events with science concepts. In the qualitative dimension of the study, science teachers' opinions about DYK were taken. In this regard, it has been concluded that DYKs are efficient and additional studies should be done to increase the efficiency of DYKs.
In this study, the effect of DYKs' on sixth grades middle school students science courses academic success, decomposition of problems and ability to explain the events with science concepts that they encounter in daily life, was investigated. The study group of the research consists of sixth and seventh grade students studying in four public middle schools in the Central district of Aksaray in the 2022-2023 academic year. While the pre-test post-test control group design was used in the quantitative dimension of the study in which mixed research methods were used, the phenomenological research method was used in the qualitative dimension. Validity and reliability studies were conducted with 129 seventh grade students. The achievement test was applied as a pre-test to students who participated in DYKs and those who did not. Scales measuring students' problem-solving skills and their ability to explain daily events with science concepts were also administered to the students simultaneously. After the course teaching process in schools and DYKs related to the unit of sound and its properties, the same measurement tools were applied as a post-test and the results were analyzed. According to the analysis, it was concluded that DYKs had a positive effect on the science achievement of sixth grade middle school students, their problem-solving skills and their ability to explain daily events with science concepts. In the qualitative dimension of the study, science teachers' opinions about DYK were taken. In this regard, it has been concluded that DYKs are efficient and additional studies should be done to increase the efficiency of DYKs.
Açıklama
Anahtar Kelimeler
Destekleme ve Yetiştirme Kursları, Ortaokul, Fen Eğitimi, Öğrenci Başarısı, Support and Training Courses, Middle School, Science, Student Achievement
