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Araştırmanın amacı, yaşam temelli REACT stratejisinin 6. sınıf öğrencilerinin akademik başarısı ve fen okuryazarlığı üzerine etkisini incelemektir. Araştırmada ön test son test kontrol gruplu deneysel model kullanılmıştır. Deney grubunda yaşam temelli REACT stratejisine uygun dersler işlenirken kontrol grubunda yapılandırmacı yaklaşıma dayalı dersler işlenmiştir. Araştırmanın örneklemini bir ortaokulda öğrenim gören 6. sınıf, deney grubunda 28, kontrol grubunda 30 olmak üzere toplam 58 öğrenci oluşturmaktadır. Araştırmada veri toplama araçları olarak "Bilimsel Okuryazarlık Ölçeği" ve "Akademik Başarı Ölçeği" kullanılmıştır. Araştırma sonunda yaşam temelli REACT stratejisinin uygulandığı deney grubunun öntest ve sontest puanlarının ortalamaları arasında anlamlı bir farklılığın olduğu ancak kontrol grubunun öntest ve sontestleri arasında anlamlı bir farklılığın olmadığı belirlenmiştir. Akademik başarıları karşılaştırıldığında ise deney grubu lehine anlamlı bir farklılığın olduğu bulunmuştur.
The aim of this study is to see the effectiveness of context-based REACT strategy on 6th grade students' scientific literacy and academic achievement. In the study, experimental design with pre-test, post-test control group was used. In the experimental group, lessons were tailored to the context-based REACT strategy; in the control lessons are processed according to the constructivist approach. The sample the study was consisted of 6th grade 58 students from which 28 in experimental group, 30 in control group at one of elementary schools. In the study, "Scientific Literacy Scale" and "Academic Achievement Scale" were used as data collection tools. It was determined that in contrast to the control group, there was a significant mean difference between the pretest and posttest scores of the experiment group in which the context-based REACT strategy was applied. When the academic achievements were compared, it was found that there was a significant difference in favor of the experimental group.
The aim of this study is to see the effectiveness of context-based REACT strategy on 6th grade students' scientific literacy and academic achievement. In the study, experimental design with pre-test, post-test control group was used. In the experimental group, lessons were tailored to the context-based REACT strategy; in the control lessons are processed according to constructivist approach. The sample the study was consisted of 6th grade 58 students from which 28 in experimental group, 30 in control group at one of elementary schools. In the study, "Scientific Literacy Scale" and "Academic Achievement Scale" were used as data collection tools. It was determined that in contrast to control group, there was a significant mean difference between the pretest and posttest scores of the experiment group in which the context-based REACT strategy was applied. When the academic achievements were compared, it was found that there was a significant difference in favor of the experimental group.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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