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Bu araştırma, eleştirel düşünme becerilerini temel alan fen öğretiminin 7. sınıf öğrencilerinin akademik başarı ve problem çözme becerilerinin gelişimine etkisini incelemek amacıyla yapılmıştır. Araştırma 2017-2018 öğretim yılının 1. döneminde ortaokul 7. sınıf öğrencileri üzerinde uygulanmıştır. 7.sınıf şubelerinden bir kontrol (N=29), bir de deney grubu (N=31) belirlenmiştir. Araştırmada yarı deneysel yöntem, öntest–sontest kontrol gruplu deneysel desen kullanılmıştır. Deneysel işlem fen bilimleri dersinde aynı fen bilimleri dersi öğretmeni tarafından gerçekleştirilmiş ve 12 hafta sürmüştür. Deney grubunda eleştirel düşünme becerilerini temel alan fen öğretimi uygulanmıştır. Kontrol grubunda ise deneysel bir işlem uygulanmamış, mevcut müfredat takip edilerek öğrenci merkezli bir fen öğretimi gerçekleştirilmiştir. Verilerin toplanmasında “Başarı Testi” ve “Problem Çözme Beceri Ölçeği” öntest, sontest ve izleme testi olarak kullanılmıştır. Araştırmada eleştirel düşünme becerilerini temel alan fen öğretiminin 7. sınıf öğrencilerinin başarı ve problem çözme becerilerini geliştirmede ve bu gelişimin kalıcılığını sağlamada anlamlı seviyede etkili olduğu sonucuna ulaşılmıştır.
This research was conducted with the aim of studying the impact of the science teaching on the academic success and problem-solving skills of 7th grade students, based on critical thinking skills. The research was applied to high school 7th grade students in the 1st semester of the 2017-2018 academic year. A control (N=29) and a test group (N=31) were determined from the 7th class branches. The research has used a semi-experimental method, a experimental pattern with a predest-sontest control group. The experimental process was carried out by the teacher of the same science course in the course of science and lasted 12 weeks. Science teaching based on critical thinking skills in the experiment group has been applied. In the control group, a experimental process was not implemented, the current curriculum was followed by a student-centered science teaching was carried out. In the collection of data, the "Success Test" and "Problem Solving Skills Scale" were used as a pre-test, estest and monitoring test. The research found that the teaching of the science, which is based on the skills of critical thinking, is significantly effective in developing the success and problem-solving skills of 7th grade students and ensuring the durability of this development.
This study was carried out to investigate the effect of science teaching based on critical thinking skills on 7th-grade students’ achievement and problem solving skills. The study has a quasi-experimental method and an experimental design with pretest-posttest control group. A control group (N=29) and an experimental group (N=31) were determined from the 7th-grade classes. The research’s experimental process was carried out by the same science teacher in the science course in 2017-2018 academic year and lasted for 12 weeks. In the experimental group, science teaching based on critical thinking skills was applied. In the control group, no experimental procedure was applied and student-centered science education was conducted by following the current curriculum. The data were collected by “Achievement Test” and “Problem Solving Skills Scale”. In the study, it was concluded that science teaching, which is based on critical thinking skills, has a significant effect on improving the achievement and problem solving skills of 7th-grade students and ensuring the permanence of this development.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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