Citation Number
7
Views
63
Downloands
17
Bu araştırmanın temel amacı, bağlam temelli, 5E öğrenme modeli ve 5E öğrenme modeli ile desteklenmiş bağlam temelli yaklaşımın 7. Sınıf öğrencilerinin fen bilimleri dersi ışık konusundaki başarılarına ve bilgilerinin kalıcılığına etkisini belirlemektir. Araştırmanın çalışma grubu Ankara ilinde bir devlet okulunda bulunan 7. sınıfta öğrenim görmekte olan toplam 100 öğrenciden oluşmaktadır. Çalışma, yarı deneysel desenin kullanıldığı nicel bir çalışmadır. Işık konusu dört farklı grupta dört farklı yöntemle işlenmiştir. Deney 1 grubunda bağlam temelli yaklaşımla, deney 2 grubunda 5E öğretim yöntemiyle, deney 3 grubunda 5E ile desteklenmiş bağlam temelli öğretim yöntemi ile 4. grupta ise kontrol grubu olarak fen bilimleri dersi öğretim programındaki mevcut yöntem ve tekniklerle işlenmiştir. Araştırma sürecinde 6 haftada toplam 24 ders saatlik bir uygulama gerçekleştirilmiştir. Araştırmanın verileri “Işık Başarı Testi (IBT)” nin uygulanması sonucu elde edilmiştir. IBT ön test, son test ve kalıcılık testi olarak uygulanmıştır. Veriler spss paket programında analiz edilmiştir. Verilerin analizine göre öğrenci başarısını artırmada en etkili yöntem 5E öğrenme modeli ile desteklenen bağlam temelli öğretim yöntemi (5E+BT) olmuştur. Öğrenilen bilgilerin kalıcılığında ise en etkili yöntem 5E öğrenme modeli olmuştur.
The main objective of this research is the context-based, 5E learning model and 5E learning model supported context-based approach 7. The science course of class students is to determine the impact on their achievements in light and the durability of their knowledge. The study’s work group consists of a total of 100 students who are studying in the 7th grade in a state school in the province of Ankara. The study is a quantum study in which the semi-experimental pattern is used. The subject of light is processed in four different groups by four different methods. With the context-based approach in the experiment group 1, the experiment group 2 with the 5E teaching method, the experiment group 3 with the 5E supported context-based teaching method, and the control group 4 with the existing methods and techniques in the teaching program. In the course of the study, a total of 24 hours of study was conducted in 6 weeks. The data of the study was obtained as a result of the application of the "Light Success Test (IBT)." IBT is used as a pre-test, last test and durability test. The data is analyzed in the SPSS package program. According to data analysis, the most effective method in increasing student success was the context-based teaching method (5E+BT) supported by the 5E learning model. The most effective method of learning is the 5E learning model.
The main purpose of this research is to examine the effect of the context based, the 5E learning model and the context-based approach supported by 5E learning model of the 7th grade students on the achievement and knowledge permanence of the unit light of science curriculum. The study group was total of 100 students studying in 7th grade at a public school of Ankara. The study in which the semi-experimental design is used is a quantitative study. Light was taught in four different groups in four different ways. In the experimental group 1 lessons were carried out with context based approach, in the experimental group 2 lessons were carried out by 5E learning model, in the experimental group 3 lessons were carried out with the context based approach supported by 5E learning model and in the 4th group, as a control group, lessons were taught with the existing methods and techniques in the science curriculum. The research’s data were obtained from the application of "Light Achievement Test (LAT)". LAT were applied as pre-test, final test and permanence. According to the analysis of the data, the most effective method to increase student achievement was the context-based approach supported by the 5E learning model . 5E learning model has been the most effective method for the permanence of learned information.
Journal Type : Ulusal
Article Detail 
Citation Owners
Similar Articles
Download PDF
Journal Information
Listen Paper
Print This Page
Share
Mendeley
