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Bu araştırmanın amacı tersine mühendislik uygulamalarının 8. sınıf öğrencilerinde akademik başarılarına ve problem çözme becerilerine etkisinin incelenmesidir. Çalışmanın örneklemini 2018-2019 eğitim öğretim yılında Şanlıurfa ili Eyyübiye ilçesinde yer alan bir devlet okulunda 8. sınıfta öğrenim gören 28’i deney, 28’i kontrol grubu olmak üzere toplam 56 öğrenciden oluşturmaktadır. Kontrol grubunda dersler programın önerdiği yapılandırmacı yaklaşım yöntem ve teknikleriyle işlenirken, deney grubunda programın önerdiği yöntem ve tekniklerin yanında tersine mühendislik uygulamaları eklenerek işlenmiştir. Araştırma nicel araştırma yaklaşımından Taşçı (2018) tarafından hazırlanan toplam 60 soruluk Fen Bilimleri Akademik Başarı Testi ve Serin, Serin ve Saygılı (2010) tarafından geliştirilen “Çocuklar İçin Problem Çözme Envanteri” ile toplanmıştır. Tersine mühendislik uygulamalarının etkililiğini karşılaştırmak amacıyla deney ve kontrol grubu öğrencilerine ilgili testler ön ve son test olarak uygulanmış olup gruplar arası puanlar karşılaştırılmıştır. Araştırmada tersine mühendislik uygulamaları destekli eğitimin 8. sınıf öğrencilerinde akademik başarılarını ve problem çözme becerilerini geliştirmede yapılandırıcı öğretimden daha etkili olduğu sonucuna ulaşılmıştır.
The aim of this research is to examine the impact of engineering practices on academic achievements and problem-solving skills in 8th grade students. The sample of the study consists of a total of 56 students, including 28 experiments and 28 control groups, studying in 8th grade in a state school located in the province of Sanlıurfa or Eyyübiye in the 2018-2019 educational year. The courses in the control group are processed by the methods and techniques of the program’s proposed structural approach, while the experiment group is processed by adding the other methods and techniques of the program’s proposed engineering applications. The research was collected from the quantitative research approach; a total of 60 questions prepared by Taşçı (2018) with the Scientific Academic Success Test and the "Children's Problem Solving Reserve" developed by Cold, Cold and Respectful (2010) . In order to compare the effectiveness of the reverse engineering applications, the test and control group students are applied as a pre- and final test and the inter-group scores are compared. The research has found that, on the contrary, engineering practices supported education is more effective than structural teaching in developing academic achievements and problem-solving skills in 8th grade students.
The purpose of this study is to investigate the effect of reverse engineering applications on academic achievement and problem solving skills in 8th grade students. The sample of the study consisted of a total of 56 students, 28 of whom were experimental and 28 of which were control group in a public school in Eyyübiye district of Şanlıurfa province in 2018-2019 academic year. In the control group, the courses were taught with the constructivist approach methods and techniques proposed by the program, while in the experimental group, reverse engineering applications were added along with the methods and techniques suggested by the program. Research from quantitative research approach; A total of 60 questions prepared by Taşçı (2018) were collected by Science Academic Achievement Test and Problem Solving Inventory developed by Serin, Serin and Saygılı (2010). In order to compare the effectiveness of reverse engineering applications, the tests were applied to the experimental and control group students as pre- and post-tests and the scores between the groups were compared. In the study; It is concluded that reverse engineering applications supported education is more effective than constructivist teaching in improving the academic achievement and problem solving skills of 8th grade students.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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