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Bu araştırmanın amacı, Türkiye’de 2007-2019 yılları arasında kavram karikatürlerinin Fen Eğitimi dersi akademik başarısı üzerindeki etkisini inceleyen deneysel çalışmaların meta-analizini yaparak genel etki büyüklüğünü hesaplamak ve bu etkinin çeşitli moderatörlere göre anlamlı farklılık gösterip göstermediğini belirlemektir. Araştırma kapsamında birbirinden bağımsız deneysel çalışmaların sonuçlarını birleştirmek için meta-analiz yöntemi kullanılmıştır. Elde edilen çalışmalardan deneysel veya yarı deneysel yöntemle yürütülmüş olan, Fen Eğitimi dersi kapsamında gerçekleştirilen ve dâhil edilme kriterlerini karşılayan 23 adet tekil araştırma meta-analiz açısından uygun bulunmuştur. Derlenen araştırmalar arasında heterojenlik bulunduğu için etki büyüklüğü rastgele etkiler modeline göre hesaplanmıştır. Araştırma kapsamında moderatör değişkenler olarak kavram karikatürlerinin kullanılma süresi, araştırmanın türü, araştırmanın yapıldığı coğrafi bölge ve sınıf düzeyi belirlenmiştir. Kavram karikatürlerinin merkezde yer aldığı öğrenme-öğretme süreçlerinin öğrencilerin akademik başarısı üzerinde etkili olduğu, çalışmaların ortalama etki büyüklüğünün 0,867 olduğu, pozitif yönde ve geniş etki büyüklüğüne sahip olduğu belirlenmiştir. Ayrıca, kavram karikatürlerinin kullanılma süresi (8 haftadan fazla) ve sınıf düzeyi (7. ve 8. sınıflarda) değişkenlerine göre anlamlı farklılık bulunmuştur.
The aim of this research is to calculate the overall impact size by conducting a meta-analysis of the experimental studies that study the impact of the concept cartoons on the academic success of the Science Education course in Turkey between the years 2007-2019 and to determine whether this effect differs significantly from the various moderators. In the framework of the research, the meta-analysis method has been used to combine the results of independent experimental studies. 23 single research, which was conducted by experimental or semi-experimental method of the obtained studies, was found appropriate in terms of meta-analysis, which was conducted within the framework of the Science Education course and which meets the criteria for inclusion. Since there is heterogeneity among the aggregated studies, the size of the effect is calculated according to the model of random effects. In the framework of the research, the time of use of the concept cartoons as moderators variables, the type of research, the geographical area in which the research was carried out and the level of class were determined. It is determined that the learning and teaching processes in which the concept cartoons are located in the center have an impact on the academic success of students, the average impact size of studies is 0.867 and have a positive direction and a broad impact size. Also, there was a significant difference in terms of the time of use of the concept cartoons (8 weeks) and the class level (in 7th and 8th classes) variables.
In order to determine the effect of concept cartoons on students’ academic achievements in a science course, this study attempts to make a meta-analysis of experimental and quasi-experimental studies –which are conducted in Turkey between the years of 2007 and 2019- and find out whether this effect differs depending on various moderators. Meta-analysis is used as a research method for combining the results of independent experimental studies. After applying inclusion criteria, 23 individual studies at the total -which are conducted in science courses with experimental design- are found appropriate for meta-analysis. As there is found heterogeneity between studies, the random-effects model has been used for calculating the effect size. Moderator variables include the duration of concept cartoons, research type, geographical region, and class level. It comes out that concept cartoons-based instruction processes have a significant effect on the students' academic success, the average effect size is 0.867 and it is positive. Also, there is observed a significant difference depending on the duration of using concept cartoons (more than 8 weeks) and class level (at 7th and 8th graders).
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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