Fen bilimleri dersinde eğitsel nörobilime dayalı etkinliklerle öğretimin öğrenci başarısına etkisi
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Tarih
2023
Yazarlar
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Yayıncı
Aksaray Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın temel amacı, fen bilimleri dersinde eğitsel nörobilime dayalı etkinlikler kullanmanın öğrencilerin akademik başarılarına ve bilgilerin kalıcılığına etkisini araştırmaktır. Çalışmada nicel araştırma yöntemlerinden ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma grubu 36 öğrenci deney grubu ve 33 öğrenci kontrol grubu olmak üzere toplamda 69, 5. sınıf öğrencisinden oluşmaktadır. Araştırmanın uygulama aşamasında deney grubu öğrencilerine "Canlılar Dünyası" ünitesi eğitsel nörobilim verilerine dayalı geliştirilen etkinlikler ile aktarılırken, kontrol grubu öğrencilerine geleneksel öğretim yöntemleri kullanılarak öğretilmiştir. Uygulama aşaması 13 ders saati süresinde tamamlanmıştır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen "Canlılar Dünyası Başarı Testi" kullanılmıştır. Veri analizinde deney ve kontrol gruplarının farklı zamanlardaki ölçüm sonuçlarının ortalaması değerlendirilirken tekrarlı ölçümlerde tek yönlü ANOVA, gruplar arasındaki ortalamalar değerlendirirken bağımsız gruplarda t testi kullanılmıştır Uygulama sonunda eğitsel nörobilim verilerine dayalı etkinliklerin akademik başarıya ve bilgilerin kalıcılığına etkisi analiz edilmiştir. Analiz sonuçlarına göre, deney ve kontrol grubunun son test puan ortalamalarının kıyaslanmasında, deney grubu lehine anlamlı bir fark elde edilmiş ve eğitsel nörobilime dayalı etkinliklerin geleneksel öğretim yöntemlerine kıyasla öğrenmeyi daha fazla arttırdığı sonucuna ulaşılmıştır. Deney ve kontrol gruplarının kalıcılık test puan ortalamalarının karşılaştırılmasında ise, yine deney grubu lehine anlamlı fark bulunmuş ve eğitsel nörobilime dayalı etkinliklerin bilgilerin kalıcılığına olumlu etki yaptığı görülmüştür. Elde edilen verilerden hareketle eğitsel nörobilime dayalı etkinlikler fen bilimleri dersinde öğrenci başarısına olumlu katkılar sağlamanın yanı sıra bilgilerin kalıcılığını da desteklemektedir, sonuçlarına ulaşılmıştır.
The main purpose of this study is to investigate the effect of using educational neuroscience-based activities in science lessons on students' academic achievement and retention. In the study, a quasi-experimental design with pretest-posttest control group, which is one of the quantitative research methods, was used. The study group consists of 69 5th grade students in total, 36 students in the experimental group and 33 students in the control group. In the implementation phase, the "Living World" unit was taught to the experimental group students with the activities developed based on educational neuroscience data, while the control group students were taught using traditional teaching methods. The implementation phase was completed in 13 course hours. The "Living World Achievement Test" developed by the researcher was used as a data collection tool. While the means of the measurement results of the experimental and control groups at different times was anayzed with repeated measures ANOVA, and independent groups t-test was used when evaluating the means between groups. At the end of the application, the effects of activities based on educational neuroscience data on academic achievement and retention of knowledge were analyzed. According to the results of the analysis, a significant difference was obtained in favor of the experimental group in the comparison of the post-test scores of the experimental and control groups, and it was concluded that educational neuroscience-based activities affected learning more positiveky than traditional teaching methods. In the comparison of the retention test scores of the experimental and control groups, significant results were also obtained in favor of the experimental group, and it was determined that educational neuroscience-based activities had a positive effect on the retention. According to the results of the analysis, activities based on educational neuroscience not only make positive contributions to student success in science lessons, but also support the retention.
The main purpose of this study is to investigate the effect of using educational neuroscience-based activities in science lessons on students' academic achievement and retention. In the study, a quasi-experimental design with pretest-posttest control group, which is one of the quantitative research methods, was used. The study group consists of 69 5th grade students in total, 36 students in the experimental group and 33 students in the control group. In the implementation phase, the "Living World" unit was taught to the experimental group students with the activities developed based on educational neuroscience data, while the control group students were taught using traditional teaching methods. The implementation phase was completed in 13 course hours. The "Living World Achievement Test" developed by the researcher was used as a data collection tool. While the means of the measurement results of the experimental and control groups at different times was anayzed with repeated measures ANOVA, and independent groups t-test was used when evaluating the means between groups. At the end of the application, the effects of activities based on educational neuroscience data on academic achievement and retention of knowledge were analyzed. According to the results of the analysis, a significant difference was obtained in favor of the experimental group in the comparison of the post-test scores of the experimental and control groups, and it was concluded that educational neuroscience-based activities affected learning more positiveky than traditional teaching methods. In the comparison of the retention test scores of the experimental and control groups, significant results were also obtained in favor of the experimental group, and it was determined that educational neuroscience-based activities had a positive effect on the retention. According to the results of the analysis, activities based on educational neuroscience not only make positive contributions to student success in science lessons, but also support the retention.
Açıklama
Anahtar Kelimeler
Eğitsel Nörobilim, Eğitimsel Sinirbilim, Zihin-beyin ve Eğitim, Nöro-eğitim, Educational Neuroscience, Neuroscience in Education, Mind-brain and Education, Neuro-education
