Atıf Sayısı
7
Görüntüleme
47
İndirme
16
Çalışmada argümantasyon uygulamalarının ortaokul 5. sınıf öğrencilerinin “Madde ve Değişim” ünitesi başarılarına etkisi ve bu süreç sonunda öğrencide meydana gelen değişimler incelenmiştir. Araştırmanın modelini deneysel araştırma modellerinden ön test - son test kontrol gruplu yarı deneysel desen oluşturmaktadır. Çalışma 2016-2017 eğitim-öğretim yılında Türkiye’nin Kuzeybatısında bulunan bir ortaokulun iki farklı beşinci sınıf öğrencileri ile gerçekleştirilmiştir. Sınıflar-dan biri deney grubu diğeri ise kontrol grubu olarak çalışma öncesinde rastgele belirlenmiştir. Kontrol grubunda Fen Bilimleri dersleri düz anlatım, soru cevap, gösteri deneyleri gibi sıklıkla kullanılan öğretim yöntemleriyle gerçekleştirilmiştir. Deney grubunda ise dersler araştırma-sorgulamayı temel alan argümantasyon etkinlikleri ile yürütülmüştür. Uygulama, toplamda beş hafta sürmüştür. Araştırmada veri toplama aracı olarak çoktan seçmeli ve açık uçlu sorulardan oluşan ünite tabanlı başarı testi ve yarı yapılandırılmış görüşme soruları kullanılmıştır. Uygulamaların tamamlanmasının ardından öğrencilere başarı testi uygulanmış, deney ve kontrol gruplarından altışar olmak üzere toplam 12 öğrenci ile görüşmeler gerçekleştirilmiştir. Elde edilen nicel verilere ilişkisiz örneklemler t-testi ve tek faktörlü ANCOVA analizleri uygulanırken nitel veriler tematik analiz ile değerlendirilmiş-tir. Sonuç olarak testte yer alan çoktan seçmeli, açık uçlu sorular ve test toplam puanlarının argümantasyon etkinliklerine katılan deney grubu öğrencileri lehine anlamlı bir şekilde farklılaştığı belirlenmiştir. Ayrıca deney grubundaki öğrenciler süreç sonunda daha iyi öğrendiklerini, öğrendikleri bilgilerin kalıcı olduğunu, fen bilimleri dersini sevdiklerini ve öz güvenlerinin arttığını belirtmişlerdir.
The study examined the impact of argumentation practices on the achievements of the "Material and Change" unit of high school 5th grade students and the changes that occur in the student at the end of this process. The research model is formed by a semi-experimental pattern with a pre-test - final test control group from experimental research models. The study was conducted in the 2016-2017 educational year with two different fifth-class students of a secondary school located in the northwest of Turkey. Classes-one is randomly determined before working as a experimental group and the other as a control group. Science courses in the control group are carried out with the teaching methods that are commonly used, such as straight narrative, question answer, demonstration experiments. In the experiment group, the courses are conducted with the argumentation activities based on research-interrogation. The application lasted five weeks in total. The research has used a unit-based success test and semi-configured interview questions, which are already selected and open-end questions as a tool for data collection. After the completion of the applications, the students were subjected to the success test, interviews were conducted with a total of 12 students, including six from the experiment and control groups. Obtained quantitative data are not related to sample t-tests and one-factor ANCOVA analyses, while qualitative data is assessed by thematic analysis. As a result, the already selected, open-end questions and the total test scores that were included in the test were determined to differ significantly in favor of the students of the experiment group who participated in the argumentation activities. Students in the experiment group also pointed out that they learned better at the end of the process, that the information they learned was permanent, that they loved the course of science and that their self-confidence increased.
In this study were examined the effect of argumentation applications on the “Matter and Exchange” unit achievement of secondary school fifth grade students and the changes occurred in the student at the end of this process. The re-search model consists of a quasi-experimental design with pre-test and post-test with control groups. The study was conducted with two different fifth grade students of a second-ary school in the 2016-2017 academic year. One of the classes was determined randomly before the study as the experi-mental group and the other as the control group. In the con-trol group, science lessons were carried out by using with frequently methods such as direct instruction, question-answer and display experiments. In the experiment group, lessons were conducted based on with research and inquiry argumentation activities. The application lasted total of five weeks. As data collection tool in the study, unit-based achievement test consisting of multiple choice and open ended questions and semi-structured interview questions were used. Success test were applied to the students after the completion of the applications, interviews were conducted with a total of 12 students, six from the experimental and control groups. The quantitative data were analyzed by using independent samples t-test and one way ANCOVA analysis while qualita-tive data were evaluated by thematic analysis. As a result, it was determined that differ significantly in favor of the exper-imental group students participating in the argumentation activities the multiple choice, open-ended questions and test total scores in the test. In addition, the students in the exper-imental group stated learned better at the end of the process that the information they learned was permanent, they liked science lesson and their self-confidence increased.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
Makale Detay 
Atıf Yapanlar
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Bu Sayfayı Yazdırın
Paylaş
Mendeley
