Coğrafya öğretiminde yansıtıcı düşünmeye dayalı öğretimin öğrenci başarısına ve öğrenmenin kalıcılığına etkisi
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Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Marmara Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, coğrafya öğretiminde yansıtıcı düşünmeyedayalı öğretim etkinliklerinin; öğrencilerin akademik başarıları ve öğrenmeninkalıcılığı üzerine etkisini incelemektir.Ön test-son test kontrol gruplu deneysel desen modelinin kullanıldığıaraştırma Aksaray ili Hazım Kulak Anadolu Lisesi 9. sınıf öğrencilerindenseçilen bir deney (30 öğrenci) ve bir kontrol (30 öğrenci) grubu üzerindegerçekleştirilmiştir. Araştırma verilerinin toplanması için araştırmacıtarafından geliştirilen “Akademik Başarı Testi” kullanılmıştır.Deneysel çalışmalar sekiz hafta devam etmiştir. Deneysel çalışmasüresince dersler deney grubunda yansıtıcı düşünmeye dayalı öğretimetkinlikleriyle yürütülmüş, kontrol grubunda ise programda önerilen öğretimetkinlikleriyle yürütülmüştür. Veri toplama araçları deney ve kontrol grubunauygulama öncesinde ve sonrasında ön test ve son test olarak uygulanmıştır.Ayrıca öğrenmenin kalıcılığını belirlemek için deneysel uygulamalardan beşhafta sonra veri toplama aracı her iki gruba da tekrar uygulanmıştır.Araştırmada elde edilen veriler SPSS 14.00 programı ile frekans, yüzde,aritmetik ortalama, standart sapma değerleri ile bağımsız gruplar için t-testi,bağımlı gruplar için t-testi teknikleri kullanılarak analiz edilmiştir.Araştırma bulgularına göre deneysel uygulama sonrasında; coğrafyaöğretiminin yansıtıcı düşünmeye dayalı öğretim etkinlikleriyle gerçekleştirildiğideney grubu öğrencileri ile programda önerilen öğretim etkinlikleriylegerçekleştirildiği kontrol grubu öğrencilerinin akademik başarı puanları ve akademik başarı kalıcılık testi puanları açısından deney grubu öğrencilerilehine anlamlı bir farklılık bulunmuştur. Deney grubu ve kontrol grubuöğrencilerinin akademik başarıları ve akademik başarı kalıcılık testipuanlarında cinsiyet değişkenine göre farklılık tespit edilememiştir.Araştırmadan elde edilen sonuçlar, yansıtıcı düşünmeye dayalı öğretimetkinliklerinin coğrafya öğretiminde öğrencilerin akademik başarılarını veöğrenmenin kalıcılığını olumlu yönde etkilediğini göstermektedi
The aim of this research is to examine the effect of reflective thinking based teaching activities in geography teaching on students' academic achievement and retention of learning. In the research, experimental design with “pre-post-test and control group” was used and research was carried on an experimental group (30 students) and a control group (30 students) selected from Aksaray Hazım Kulak High School 9th grade students. To collect data, “Academic Achievement Test” developed by the researcher was used. Experimental studies continued for eight weeks. Throughout the experimental study, the course was carried out in the experimental group with the educational activities based on reflective thinking while in the control group it was conducted with the suggested educational activities in the program. Data collection tools were applied to the experimental and the control groups as the pre-test and post-test before and after the treatment. Furthermore, to determine the retention of learning, data collection tool was applied again in both group five weeks later than the experimental treatment. The data obtained in this study were analysed with the SPSS 14.00 program for frequency, percentage, mean, and standard deviation values, by using t-test for independent groups and t-test techniques for dependent groups. According to the findings after the experimental treatment; in terms of academic achievement scores and academic achievement retention test scores between the experimental group students receiving geography education based on reflective thinking activities and the control group students receiving geography education with suggested teaching activities in the program, there was a statistically significant difference in favour of the experimental group students. There was no significant difference between the experimental group and the control group students' academic achievement and academic achievement retention test scores with regards to gender variable. The results obtained from this study indicate that educational activities based on reflective thinking in the geography teaching affect students’ academic achievement and retention of learning positively.
The aim of this research is to examine the effect of reflective thinking based teaching activities in geography teaching on students' academic achievement and retention of learning. In the research, experimental design with “pre-post-test and control group” was used and research was carried on an experimental group (30 students) and a control group (30 students) selected from Aksaray Hazım Kulak High School 9th grade students. To collect data, “Academic Achievement Test” developed by the researcher was used. Experimental studies continued for eight weeks. Throughout the experimental study, the course was carried out in the experimental group with the educational activities based on reflective thinking while in the control group it was conducted with the suggested educational activities in the program. Data collection tools were applied to the experimental and the control groups as the pre-test and post-test before and after the treatment. Furthermore, to determine the retention of learning, data collection tool was applied again in both group five weeks later than the experimental treatment. The data obtained in this study were analysed with the SPSS 14.00 program for frequency, percentage, mean, and standard deviation values, by using t-test for independent groups and t-test techniques for dependent groups. According to the findings after the experimental treatment; in terms of academic achievement scores and academic achievement retention test scores between the experimental group students receiving geography education based on reflective thinking activities and the control group students receiving geography education with suggested teaching activities in the program, there was a statistically significant difference in favour of the experimental group students. There was no significant difference between the experimental group and the control group students' academic achievement and academic achievement retention test scores with regards to gender variable. The results obtained from this study indicate that educational activities based on reflective thinking in the geography teaching affect students’ academic achievement and retention of learning positively.
Açıklama
Anahtar Kelimeler
Yansıtıcı Düşünme, Coğrafya Öğretimi, Akademik Başarı, Reflective Thinking, Geography Teaching, Academic Achievement
Kaynak
Marmara Coğrafya Dergisi / Marmara Geographical Review
WoS Q Değeri
Scopus Q Değeri
Cilt
-
Sayı
31
