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Bu araştırmanın amacı, meta-analiz yöntemi kullanılarak fen eğitiminde araştırmaya dayalı öğrenmenin öğrencilerin üst düzey düşünme becerileri üzerinde anlamlı bir etkisinin olup olmadığını incelemektir. Bu doğrultuda konuyla ilgili Türkiye’de 2000-2016 yılları arasında yapılmış olan 63 deneysel ve yarı deneysel çalışma meta-analiz yöntemiyle incelenmiştir. Her çalışmanın etki büyüklükleri CMA (Comprehensive Meta-Analysis) programı ile hesaplanmıştır. Veriler rastgele etkiler modeline göre yorumlanmıştır. Çalışmadan elde edilen bulgulara göre fen eğitiminde araştırmaya dayalı öğrenme stratejisinin üst düzey düşünme becerileri üzerinde genel olarak pozitif yönde ve 0.666 düzeyinde etkiye sahip olduğu belirlenmiştir. İstatistiksel anlamlılık amacıyla yapılan Z testi ile etki büyüklüğü değerinin anlamlı olduğu görülmüştür (Z=10.217 p=0.000<0.05). Bunun yanı sıra araştırmaya dâhil edilen çalışmalar incelenen beceri türleri, sınıf düzeyi ve yayın türüne göre moderatör değişken olarak kullanılmış ve bunların sonuçları analiz edilmiştir. Moderatör analizi sonucunda incelenen beceri türleri ve yayın türünün üst düzey düşünme becerileri üzerindeki etki büyüklüğünü değiştirdiğini sınıf düzeyinin etki büyüklüğünü değiştirmediği görülmüştür. Bunun sonucunda, araştırmaya dayalı öğrenme stratejisinin üst düzey düşünme becerileri üzerindeki etkisi bakımından bu becerilerin etki büyüklüğü değeri 0.662, sınıf düzeyinin etki büyüklüğü 0.575 ve yayın türlerinin etki büyüklüğü 0.573 olarak bulunmuştur. Bu değerler değişkenler arasında anlamlı bir ilişkinin olduğunu göstermektedir.
The purpose of this research is to study whether research-based learning in science education using the meta-analysis method has a meaningful impact on students’ superior thinking skills. According to this, 63 experimental and semi-experimental studies, which were conducted in Turkey between 2000 and 2016, have been studied using the meta-analysis method. The impact sizes of each study are calculated by the CMA (Comprehensive Meta-Analysis) program. The data is interpreted according to the random effects model. According to the findings obtained from the study, the research-based learning strategy in science education has an overall positive impact on high-level thinking skills at 0.666 levels. The Z test for statistical significance found that the effect size was meaningful (Z=10.217; p=0.000<0.05). In addition, the studies included in the research; the studies were used as a moderator variable according to the type of skills, class level and type of publication and their results were analyzed. The moderators’ analysis found that the skill types studied and the type of publication changed the size of the impact on the higher-level thinking skills; the size of the class level did not change. As a result, in terms of the impact of the research-based learning strategy on higher-level thinking skills, the impact size of these skills was 0.662, the impact size of the class level was 0.575 and the impact size of the broadcast types was 0.573. These values indicate that there is a meaningful relationship between the variables.
The aim of this research is to investigate whether the inquiry-based learning in the science education using the meta-analysis method have a significant effect on higher level thinking skills of students. In this direction, 63 experimental and quasi-experimental studies conducted from 2000 to 2016 year in Turkey on the issue was investigated by meta-analysis. The effect sizes of each study were calculated by the CMA (Comprehensive Meta-Analysis) program. The data are interpreted according to random effects model. According to the findings obtained from the study, it was determined that the inquiry-based learning strategy in the science education has a positive effect on the higher level thinking skills and an effect on the level of 0.666. The value of the effect size was found to be significant with the Z test performed for statistical significance (Z = 10.217, p = 0.000 <0.05). In addition to this, studies included in the research; the type of skills examined, education level and type of publication were made as moderator variables and their results were analyzed. As a result of the moderator analysis, the types of skills examined and the type of publication change the effect size on high-level thinking skills; it was found that the education level did not change the effect size. Consequently the effect size of these skills was 0.662, the effect size of education level was 0.575 and the effect size of publication types was 0.573 in terms of the effect on the higher level thinking skills of the inquiry-based learning strategy. These values show that there is a meaningful relationship between the variables.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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