STEM yaklaşımı ile mevsimlerin oluşumu konusunda bir öğretim modülünün geliştirilmesi ve ters yüz edilmiş sınıflarda uygulanabilirliğinin incelenmesi
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Tarih
2022
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Yayıncı
Aksaray Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, 8. sınıf fen bilimleri dersi öğretim programında yer alan mevsimlerin oluşumu konusunun öğretimine yönelik olarak ters yüz edilmiş STEM sınıf stratejisine dayanan titiz ve uyarlanabilir bir metodoloji sunmaktadır. Çalışma, karma yöntem araştırma desenlerinden gömülü desene uygun olarak yürütülmüştür. Araştırmanın nicel boyutunda ön test, son test kontrol gruplu yarı deneysel desen, nitel boyutunda ise olgubilim deseni kullanılmıştır. Araştırmanın örneklemini, 2021-2022 eğitim öğretim yılı güz döneminde, Orta Anadolu şehirlerinden birinin ilçe merkezindeki bir okulda öğrenim gören 40 sekizinci sınıf öğrencisi oluşturmaktadır. Mevsimlerin oluşumu konusunun öğretiminde, deney grubunda ters yüz edilmiş STEM sınıf stratejisi uygulanırken, kontrol grubunda ise öğretim programında yer alan yöntemler kullanılmıştır. Araştırmanın nicel verileri, ters yüz öğrenme ölçeği, akademik başarı testi, STEM'e ve fen dersine yönelik tutum ölçeği ile toplanmıştır. Araştırmanın nitel verileri ise doküman analizi ve yarı yapılandırılmış görüşmeler ile toplanmıştır. Araştırmanın nicel verileri SPSS 26.0 ve AMOS programına aktarılarak analiz edilirken, nitel verileri betimsel analiz ve içerik analizine tabi tutulmuştur. Araştırma sonucunda deney grubu ile kontrol grubu arasında akademik başarı, STEM ve fene yönelik tutumlar açısından deney grubu lehine düşük düzeyde anlamlı bir fark olduğu belirlenmiştir.Ters yüz öğrenme ölçeği ile elde edilen verilerde ise yüksek düzeyde anlamlı fark bulunmuştur. Nitel verilerin içerik analizi sonucu ulaşılan 5 tema ve 29 kod, deney grubu öğrencilerinin başarı ve tutum düzeylerinde yaşanan artışın sebeplerini ortaya koymaktadır. Araştırma ile elde edilen sonuçlar, ters yüz sınıflarda STEM temelli öğretim modülünün uygulanabilir olduğunu ve öğrencilerin ters yüz öğrenmeye yönelik düşünceleri, akademik başarıları, STEM'e ve fene ilişkin tutumları ile TYESSS'e ilişkin görüşleri üzerinde olumlu bir etkiye sahip olduğunu göstermektedir.
This study, provides a rigorous and adaptable methodology based on the inverted STEM classroom strategy in teaching the formation of seasons in the 8th grade science course curriculum. This study was carried out in accordance with the embedded design, one of the mixed method research designs. The preliminary test in the quantitative dimension of the study, semi-experimental pattern with a final test control group, and phenomenology pattern in qualitative dimension were used. The sample of the research consists of 40 eighth-grade students studying in a school in the district center of one of the Central Anatolian cities in the fall semester of the 2021-2022 academic year. In the teaching of the formation of the seasons, the flipped STEM classroom strategy was used in the experimental group, while the methods included in the curriculum were used in the control group. Quantitative data of the study were collected by the scale of inverted learning, academic achievement test, attitude towards STEM, and science course. Qualitative data of the research were collected through document analysis and semi-structured interviews. While the quantitative data of the research were analyzed by transferring them to SPSS 26.0 and AMOS program, the qualitative data were subjected to descriptive and content analysis. As a result of the research, it was determined that there was a low-level significant difference in favor of the experimental group in terms of academic achievement, attitudes towards STEM and science between the experimental group and the control group. A high-level significant difference was found in the data obtained with the flipped learning scale. The 5 themes and 29 codes obtained as a result of the content analysis of the qualitative data reveal the reasons for the increase in the achievement and attitude levels of the experimental group students. The results obtained with the research show that the STEM based teaching module is applicable in flipped classrooms and has a positive effect on students' thoughts towards flipped learning, their academic achievement, their attitudes towards STEM and science, and their views on TYESSS.
This study, provides a rigorous and adaptable methodology based on the inverted STEM classroom strategy in teaching the formation of seasons in the 8th grade science course curriculum. This study was carried out in accordance with the embedded design, one of the mixed method research designs. The preliminary test in the quantitative dimension of the study, semi-experimental pattern with a final test control group, and phenomenology pattern in qualitative dimension were used. The sample of the research consists of 40 eighth-grade students studying in a school in the district center of one of the Central Anatolian cities in the fall semester of the 2021-2022 academic year. In the teaching of the formation of the seasons, the flipped STEM classroom strategy was used in the experimental group, while the methods included in the curriculum were used in the control group. Quantitative data of the study were collected by the scale of inverted learning, academic achievement test, attitude towards STEM, and science course. Qualitative data of the research were collected through document analysis and semi-structured interviews. While the quantitative data of the research were analyzed by transferring them to SPSS 26.0 and AMOS program, the qualitative data were subjected to descriptive and content analysis. As a result of the research, it was determined that there was a low-level significant difference in favor of the experimental group in terms of academic achievement, attitudes towards STEM and science between the experimental group and the control group. A high-level significant difference was found in the data obtained with the flipped learning scale. The 5 themes and 29 codes obtained as a result of the content analysis of the qualitative data reveal the reasons for the increase in the achievement and attitude levels of the experimental group students. The results obtained with the research show that the STEM based teaching module is applicable in flipped classrooms and has a positive effect on students' thoughts towards flipped learning, their academic achievement, their attitudes towards STEM and science, and their views on TYESSS.
Açıklama
Anahtar Kelimeler
Ters Yüz Öğrenme, STEM Eğitimi, Harmanlanmış Öğrenme, Mevsimlerin Oluşumu, Flipped Learning, STEM Education, Blended learning, Formation of The Seasons
