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Günümüz eğitim ve öğretim anlayışına uygun ve bu anlayışın ihtiyaçlarını karşılayabilen, öğrencilerin zihinlerini aktif kılmalarına olanak sağlayan öğretim yaklaşımlarının kullanılması, öğrencilerin derslere olan ilgilerini ileri taşımaya yardımcı olabilir. Bu anlayışına uygun, öğrenme ortamlarının oluşturulmasında kullanılabilecek stratejilerden biri de tahmin-gözlem-açıklama stratejisidir. Özel durum çalışması yöntemiyle yapılan bu araştırmada, ortaöğretim öğrencilerinin coğrafya dersinde multimedya tabanlı TGA stratejisinin kullanımına ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda 2016-2017 eğitim öğretim yılında; Hatay ilinde bir ortaöğretim kurumunda 9. Sınıf coğrafya dersinde Yerin Şekillenmesi ünitesi, 8 hafta boyunca multimedya tabanlı TGA stratejisine dayalı olarak işlenmiştir. Amaç doğrultusunda, uygulama sonrasında, sürece katılan 32 öğrenciye görüşme formu uygulanmıştır. Ayrıca öğrencilerden gönüllü olanlar ile TGA aşamalarına ilişkin yüz yüze görüşmeler yapılmıştır. Elde edilen veriler betimsel analiz ile çözümlenmiş, frekans ve yüzde değerleriyle tablolar halinde sunulmuştur. Multimedya tabanlı TGA ile coğrafya öğretiminin olumlu ve olumsuz yönleri öğrencilerin görüşleri doğrultusunda tartışılmıştır. Öğrencilerin TGA stratejisinin kullanımına yönelik görüşleri genellikle olumludur. Dersi zevkli ve öğrenmeyi eğlenceli hale getirdiğini, bilgiyi görselleştirdiğini, öğrenmeyi kolaylaştırdığını ve coğrafya dersini sevdirdiğini, öğrencide merak duygusu uyandırıp araştırma yapmaya teşvik ettiğini dile getirmişlerdir. Diğer üniteler için de bu stratejiyi kullanmak istediklerini de belirtmişlerdir. Bununla birlikte öğrenciler; TGA aşamalarından en çok tahmin aşamasında, daha sonra açıklama aşamasında zorlandıklarını ifade etmişlerdir. Öğrenciye, eğlenirken bilgisini sınama olanağı veren TGA stratejisi, fikir yürütmeye ve alternatif fikirler üretmeye de teşvik ettiğinden bilimsel süreç becerilerini edindirme konusunda öğretimin farklı kademelerine uygulanabilir.
The use of teaching approaches, which are in accordance with today’s understanding of education and teaching and can meet the needs of this understanding, allowing students to activate their minds, can help advance students’ interest in classes. According to this understanding, one of the strategies that can be used in the creation of learning environments is the prediction-observation-explication strategy. In this study by the specific situation study method, the aim is to identify the views of high school students on the use of multimedia-based TGA strategy in the geography course. In accordance with this objective, the 2016-2017 educational year; 9 in a secondary education institution in Hatay province. The Earth Forming Unit in the Class Geography course was processed on the basis of a multimedial-based TGA strategy for 8 weeks. In accordance with the purpose, after the application, the interview form was applied to the 32 students who participated in the course. There were also face-to-face conversations from students with volunteers about the TGA stages. The obtained data is analyzed by visual analysis, presented in tables with frequency and percentage values. The positive and negative aspects of geography teaching with multimedia-based TGA are discussed in accordance with the opinions of students. The opinions of students about the use of the TGA strategy are often positive. They said that the lesson makes learning fun and fun, that it visualizes information, that it makes it easier to learn and that it loves the lesson of geography, that it raises curiosity in the student and encourages it to do research. They also said they wanted to use this strategy for other units. However, the students have expressed that they are difficult at the most predictive stage of the TGA stages, then at the explanation stage. The TGA strategy, which gives the student the opportunity to test their knowledge while entertaining, can be applied to the different stages of teaching in the acquisition of scientific process skills, as it also encourages the implementation of ideas and the production of alternative ideas.
The use of teaching approaches that are suitable for today's educational understanding and that meet the needs of this understanding and enable students to activate their minds can help advance students' interest in lessons. One of the strategies that can be used in the creation of learning environments in accordance with this understanding is the prediction-observation-explanation strategy. In this study, which was conducted with the case study method, it was aimed to determine the opinions of secondary school students about the use of the multimedia-based POE strategy in geography lessons. For this purpose, in the 2016-2017 academic year, in a secondary school in the province of Hatay, in the 9th grade geography lesson, the Unit Shaping the Place was processed for 8 weeks based on the multimedia-based POE strategy. In line with the purpose, after the application, an interview form was applied to 32 students who participated in the process. In addition, face-to-face interviews were held with the volunteers of the students regarding the POE stages. The obtained data were analyzed by descriptive analysis and presented in tables with frequency and percentage values. The positive and negative aspects of geography teaching with the multimedia based POE were discussed in line with the students' views. Students' views on the use of POE strategy are generally positive. They stated that the lesson was enjoyable and it made learning fun, it visualized the information, made it easier to learn and liked the geography lesson, it aroused a sense of curiosity in the students and encouraged them to do research. They also stated that they want to use this strategy for other units. However the students; stated that they had difficulties mostly in the prediction stage and then in the explanation stage from the POE stages. POE strategy that allows the student to test his knowledge while having fun; It can be applied to different levels of education in order to acquire scientific process skills, as it also encourages ideas and alternative ideas.
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