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Bu araştırmanın amacı ses konusunun öğretimi ile ilgili tasarlanan ve gerçekleştirilen STEM yaklaşımlı etkinliklerin 6. sınıf öğrencilerinin başarı düzeyleri üzerindeki etkisinin araştırılmasıdır. Araştırmanın örneklemini Kayseri ilinde bulunan iki farklı ortaokulda öğrenim görmekte olan 158 öğrenci oluşturmaktadır. Ön test-son test kontrol gruplu yarı deneysel desenin kullanıldığı bu çalışmada öğrencilere 19 çoktan seçmeli sorudan oluşan T1 ve 14 açık uçlu sorudan oluşan T2 olmak üzere iki ayrı başarı testi uygulanmıştır. Araştırmanın bağımsız değişkenleri kontrol grubunda hali hazırda kullanılmakta olan fen bilimleri öğretim programında yer alan etkinlikler, deney grubunda ise mühendislik tasarım süreci odaklı bütünleşik STEM etkinlikleri iken, bağımlı değişken öğrencilerin ses konusu ile ilgili başarı düzeyleridir. Elde edilen veriler bağımsız örneklemler t-testi ve ilişkili örneklemler t-testi ile analiz edilmiştir. Yapılan analizler sonucunda, deney grubunda yer alan öğrencilerin STEM etkinlikleri sonrasında başarılarında anlamlı bir artış olduğu belirlenmiştir. Buna ek olarak, deney ve kontrol gruplarının hem T1, hem de T2 son test puan ortalamaları arasında deney grubu lehine anlamlı birer farklılık bulunmuştur. Elde edilen bulgular mühendislik tasarım süreci odaklı STEM etkinliklerinin öğrencilerin başarılarını artırmada önemli bir etkiye sahip olduğunu göstermektedir.
The purpose of this research is to investigate the impact of STEM-appropriate activities designed and carried out in connection with the teaching of the sound subject on the level of success of 6th grade students. The sample of the study consists of 158 students who are studying in two different secondary schools located in Kayseri province. In this study, the semi-experimental pattern of the pre-test-final test control group was used to apply to students two separate success tests, T1 consisting of 19 already selectively asked questions and T2 consisting of 14 open end questions. Independent variables of the study are the events included in the science curriculum that are currently being used in the control group, while in the experiment group the engineering design process-focused integrated STEM activities, dependent variable students are the success levels related to the voice subject. The obtained data was analyzed by independent samples with t-test and related samples with t-test. The results of the analysis found that students in the experiment group had a significant increase in their achievements after STEM activities. Additionally, there was a significant difference in the test group's average of both T1 and T2 final test score between the test and control groups. The findings obtained show that the engineering design process-focused STEM activities have a significant impact on improving students’ success.
The aim of this study is to investigate the effects of STEM-based activities that were designed and performed for teaching sound concept on 6th-grade students' success levels. The sample consists of 158 students studying in two middle schools in Kayseri. In the study, pretest-posttest control group quasi-experimental design was used. Two different achievement tests, T1 including 19 multiple choice questions and T2 including 14 open-ended questions, were applied to the students. The independent variables of the study are activities in the current science curriculum in the control group and engineering design process-oriented integrated STEM activities in the experimental group, while the dependent variable is the students’ success level regarding the concept of sound. The collected data were analyzed by independent samples t-test and paired-samples t-test. As a result of the analyses, it was determined that the students in the experimental group had a significant increase in their success after the implementation of the STEM activities. In addition to this, a significant difference was found between both T1 and T2 posttest mean scores of the experimental and control groups. The findings showed that engineering design process-oriented STEM activities have a significant effect on increasing students' achievement.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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