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Bu çalışma; Altıncı sınıf fen bilimleri dersi hücre konusunun öğretiminde istasyon tekniği uygulanmasının öğrencilerin akademik başarısına, bilgi kalıcılığına ve fen bilimleri dersine karşı tutumlarına etkisini araştırmayı amaçlamıştır. Araştırma; 2017- 2018 eğitim- öğretim yılının birinci döneminde Malatya ilinin Battalgazi ilçesinde bulunan Cevat Çobanlı Ortaokulunda öğrenim gören 6. Sınıf öğrencileri ile gerçekleştirilmiştir. Araştırma, deney ve kontrol grubu olmak üzere iki şubede yürütülmüştür. Araştırmanın çalışma grubunu; kontrol grubunda 22 ve deney grubunda 24 olmak üzere toplam 46 öğrenci oluşturmuştur. Uygulama süresince, kontrol grubunda dersler Fen Bilimleri dersi öğretim programının öngördüğü etkinlikler yapılarak işlenirken, deney grubunda ise istasyon tekniği kullanılarak işlenmiştir. Deney grubu öğrencileri özdeş 5 gruba ayrılmıştır. Uygulama, önceden hazırlanan 6 farklı öğrenme istasyonunda, haftada 4 ders saati olmak üzere 3 hafta boyunca toplam 12 ders saati içerisinde yürütülmüştür. Araştırmada deneysel modellerden öntest- sontest eşitlenmemiş kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma sonucunda; hücre konusu öğretiminde istasyon tekniği uygulanmasının öğrencilerin akademik başarısını artırdığı, kalıcı öğrenmeyi sağladığı ve Fen Bilimleri dersine karşı olumlu tutum geliştirdiği belirlenmiştir.
This research aims to search the effect of the application of station technique in teaching the 6th grade Science lesson cell topic on the academic achievement of students, knowledge permanence, and their attitudes towards Science lessons. The research was conducted with the 6th grade students who are studying at Cevat Çobanlı Secondary School in Battalgazi, Malatya, in the first term of 2017-2018 education year. The research was carried out in two groups, the experimental group and the control group. The study group of the research consists of 46 students in total, 22 students for control group and 24 students for experimental group. During the application, the Science lesson was studied with the control group students through the activities provided by the curriculum while it was studied with the students in the experimental group by using the station technique. The students in the experimental group were divided into 5 identical groups. The application which was carried out in 6 different pre-arranged learning stations was conducted in 12 lesson hours (4 lessons per week) for 3 weeks. As a result of the research, it has been determined that the application of the station technique in the Science lesson improved the academic success of the students, enabled them to learn permanently and they developed a positive attitude towards the Science lessons.
This research aims to search the effect of the application of station technique in teaching the 6th grade Science lesson cell topic on the academic achievement of students, knowledge permanence, and their attitudes towards Science lessons. The research was conducted with the 6th grade students who are studying at Cevat Çobanlı Secondary School in Battalgazi, Malatya, in the first term of 2017-2018 education year. The research was carried out in two groups, the experimental group and the control group. The study group of the research consists of 46 students in total, 22 students for control group and 24 students for experimental group. During the application, the Science lesson was studied with the control group students through the activities provided by the curriculum while it was studied with the students in the experimental group by using the station technique. The students in the experimental group were divided into 5 identical groups. The application which was carried out in 6 different prearranged learning stations was conducted in 12 lesson hours (4 lessons per week) for 3 weeks. As a result of the research, it has been determined that the application of the station technique in the Science lesson improved the academic success of the students, enabled them to learn permanently and they developed a positive attitude towards the Science lessons.
Field : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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