Değişen Fen Bilimleri Dersi Öğretim programı dikkate alındığında öğrencilerin fen okuryazarı olarak yetişmeleri önem kazanmıştır. Bu doğrultuda yeni programda araştırma-sorgulamaya dayalı öğrenme stratejisi benimsemiştir. Bu araştırmanın amacı, araştırma-sorgulamaya stratejisini temel alan yöntemlerden probleme dayalı öğrenme ve argümantasyona dayalı öğrenme yöntemlerinin 10. Sınıf öğrencilerinin “Karışımlar” konusundaki akademik başarılarına, bilimsel süreç becerilerine ve bilimsel muhakeme yeteneklerine olan etkisini incelemektir. Araştırmada, nitel ve nicel verilerin birlikte toplandığı karma desenlerden sıralı-açıklayıcı tasarım kullanılmıştır. Araştırmanın nicel kısmında, yarı deneysel araştırma desenlerinden öntest-sontest eşitlenmemiş kontrol gruplu desen kullanılırken; nitel kısmında ise öğrencilerin uygulanan yöntemler hakkındaki görüşlerini almak amacıyla açık uçlu sorular kullanılmıştır. Araştırmanın örneklemini 61 10. Sınıf öğrencisi oluşturmaktadır. 2 deney ve 1 kontrol grubunun oluşturulduğu araştırmada veriler; Karışımlar Başarı Testi, Bilimsel Süreç Becerileri Testi ve Bilimsel Muhakeme Testi kullanılarak toplanılmıştır. Sonuçlar, probleme dayalı öğrenme ve argümantasyona dayalı öğrenme yöntemlerinin öğrencilerin akademik başarı ve bilimsel süreç becerilerini arttırmada derslerin mevcut programa göre işlenmesinden daha etkili olduğunu ortaya koymuştur. Ayrıca argümantasyona dayalı öğrenme yönteminin öğrencilerin muhakeme yeteneklerini geliştirmede derslerin mevcut programa göre işlenmesinden daha etkili olduğu bulunmuştur. İki yöntem birbiri ile karşılaştırıldığında, argümantasyona dayalı öğrenme yönteminin öğrencilerin bilimsel süreç becerilerini artırmada daha etkili olduğu sonucuna ulaşılmıştır.
The aim of this study is to examine the effects of Problem Based and Argumentation Based Learning Methods on 10th grade students' achievement scores, Science Process Skills and Scientific Reasoning Skills in the context of "mixture". The study was designed as explanatory-sequential mixed method design. In quantitative part, nonequivalent pretest and posttest control group quasi-experimental design was used. In qualitative part of the study, open-ended questions were asked to students in order to get in-depth information about the methods. The study group was consisted of 61 10th grade students. Two experimental groups and one control group were constructed. While problem based learning method was used in experimental group-1, argumentation based learning method was used in experimental group-2. The data were collected by using three measures: Mixture Concept Achievement Test, Science Process Skills Test and Scientific Reasoning Test. All the scales were applied to experimental and control groups in the form of pre- and post-test. The results showed that argumentation and problem-based learning methods enhanced students' academic achievement and science process skills when compared with the current program. Moreover, argumentation based learning method developed students' scientific reasoning skills. Lastly, the argumentation-based learning method was found to be more effective in enhancing the students’ science process skills when compared to the problem-based learning method.
The aim of this study is to examine the effects of Problem Based and Argumentation Based Learning Methods on 10th grade students’ achievement scores, Science Process Skills and Scientific Reasoning Skills in the context of “mixtures”. The study was designed as explanatory-sequential mixed method design. In quantitative part, nonequivalent pretest and posttest control group quasi-experimental design was used. In qualitative part of the study, open-ended questions were asked to students in order to get in-depth information about the methods. The study group was consisted of 61 10th grade students. Two experimental groups and one control group were constructed. While problem based learning method was used in experimental group-1, argumentation based learning method was used in experimental group-2. The data were collected by using three measures: Mixtures Concept Achievement Test, Science Process Skills Test and Scientific Reasoning Test. All the scales were applied to experimental and control groups in the form of pre- and post-test. The results showed that argumentation and problem based learning methods enhanced students’ academic achievement and science process skills when compared with the current program. Moreover, argumentation based learning method developed students’ scientific reasoning skills. Lastly, argumentation based learning method was found to be more effective in enhancing the students’ science process skills when compared to problem based learning method.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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