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Bu çalışmanın amacı, karikatürlerle zenginleştirilmiş fen bilimleri öğretiminin öğrenci başarısına ve tutumuna etkisini araştırmaktır. Çalışma 2017-2018 eğitim öğretim yılının bahar döneminde Denizli ilinde MEB’e bağlı bir ortaokulda fen bilimleri dersinde 70 deney grubu, 71 kontrol grubu olmak üzere toplam 141 öğrenciden oluşan beşinci sınıf öğrencileri ile haftada dört ders saati olmak üzere toplam 17 hafta sürmüştür. Araştırmanın örneklemini oluşturan deney ve kontrol grupları amaçlı örneklem seçimiyle rastgele olarak belirlenmiştir. Çalışmada ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmada veri toplama aracı olarak, öğrencilerin bilgilerini ölçmek amacıyla araştırmacı tarafından geliştirilen “Fen Bilimleri Dersi Başarı Testi (FBD Başarı Testi)” ve öğrencilerin fen bilimleri dersine karşı tutumlarını ölçmek amacıyla Keçeci (2014) tarafından geliştirilmiş olan “Fen Bilimleri Dersi Tutum Ölçeği (FBD Tutum Ölçeği)” kullanılmıştır. Ayrıca, işlenilen ünitelerin hedef ve kazanımlarını içeren “Karikatür Destekli Konu Anlatım Sayfaları ve Kavram Karikatürü Çalışma Yaprakları” araştırmacı tarafından hazırlanmıştır. Araştırmada betimsel analiz yapılıp alt problemler doğrultusunda aritmetik ortalama, standart sapma, frekans ve istatiksel analiz kısmında da Mann-Whitney U Testi kullanılmıştır. Yapılan analizler sonucunda karikatürlerle desteklenmiş fen bilimleri öğretiminin öğrencilerin akademik başarılarını arttırdığı ancak fen bilimleri dersine karşı olan tutumlarında anlamlı bir farklılık yaratmadığı belirlenmiştir.
The aim of this study is to explore the impact of science teaching enriched with cartoons on student success and attitude. The study in the spring period of the 2017-2018 academic year in Denizli province MEB associated with a secondary school of science course in 70 experimental groups, 71 control groups consisting of a total of 141 students, with fifth class students with a total of 17 weeks of four hours of lessons per week. The trials and control groups that make up the sample of the study were randomly determined by the selection of the sample for the purpose. The study used a semi-experimental pattern with a pre-test-final test control group. As a data collection tool in the research, the "Fen Science Course Success Test (FBD Success Test)" developed by the researcher in order to measure the knowledge of students and the "Fen Science Course Attitude Scale (FBD Attitude Scale)" developed by Keçeci (2014) in order to measure the attitudes of students to the course of science. It is also prepared by the researcher, which includes the objectives and achievements of the processed units, "Caryctic-supported subject storyboards and concept cartoon workboards". The study was carried out with a visual analysis and the Mann-Whitney U test was also used in the arithmetic average, standard deviation, frequency and statistical analysis section according to the subproblems. The results of the analysis found that the science teaching supported by cartoons increased the academic achievements of students but did not make a significant difference in their attitudes toward the science course.
This study aims to investigate the impact of science education enriched with cartoons on student success and attitude. The study took a total of 17 weeks, in the spring semester of the 2017-2018 academic year in a secondary school in Denizli, with fifth-grade students consisting of 141 students, 70 students in the experimental group, and 71 students in the control group. The experimental and control groups were randomly determined by purposive sampling. In the study, a semi-experimental pattern with the pre-test-final test control group was used. The "Science Achievement Test" developed by the researcher to measure the students' knowledge was used as a data collection tool. The "Science Attitude Scale" developed by Keçeci (2014) was used to measure students' attitudes towards science lessons. In addition, the "Cartoon Supported Lecture Pages and Concept Caricature Worksheets" containing the goals and achievements of the units were prepared by the researcher. Descriptive analysis was performed in the research, and the Mann-Whitney U test was used. As a result of the analysis, it was determined that teaching science supported by cartoons increased students ' academic success but did not significantly change their attitude to the science course.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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