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Bu araştırmanın amacı 6. sınıf fen bilimleri dersinde modellerle zenginleştirilmiş öğretimin öğrencilerin akademik başarısı, bilgilerin kalıcılığı ve fen bilimleri dersine karşı tutumları üzerine etkisini araştırmak ve uygulama hakkında öğrenci görüşlerini açığa çıkararak literatüre katkı sağlamaktır. Araştırma 2016-2017 eğitim öğretim yılında, Osmaniye İlinde, bir devlet ortaokulunda 6. sınıfta öğrenim gören 45 öğrenci ile yürütülmüştür. Araştırmada ön test son test kontrol gruplu yarı deneysel desen kullanılmıştır. Uygulama öncesi ve sonrası gruplara akademik başarı testi ve fen tutum ölçeği ön test ve son test olarak uygulanmıştır. Uygulamadan bir ay sonra, bilgilerin kalıcılığını belirlemek amacıyla akademik başarı testi gruplara tekrar uygulanmıştır. Uygulama sonrası deney grubunda bulunan öğrencilerin model yapımı hakkındaki görüşleri alınmıştır. Araştırmanın bulguları akademik başarı ve bilgilerin kalıcılığı yönünden deney grubu lehine anlamlı fark olduğunu, fen tutumları yönünden anlamlı bir fark olmadığını göstermiştir. Öğrencilerin uygulama hakkında görüşleri incelendiğinde ise genel olarak olumlu duygular ifade ettikleri tespit edilmiştir.
The objective of this research is to investigate the impact of teaching, enriched with models in the 6th class science course, on students’ academic success, the durability of knowledge and their attitudes to the science course and to contribute to literature by revealing student views on practice. The study was conducted in the 2016-2017 educational year, with 45 students studying in the 6th grade in a state high school in Osmaniye. The study used a semi-experimental pattern with the last test control group. Academic success test and the scale of scientific attitude are applied to pre- and post-application groups as a pre-test and final test. A month after the application, the academic success test was reapplicated to groups in order to determine the durability of the information. The opinions of students in the post-application experiment group on the modeling were taken. The findings of the research showed that there was a significant difference in the benefit of the experimental group in terms of academic success and the durability of knowledge, and there was no significant difference in terms of the scientific attitudes. When students are studied their opinions about the practice, they have generally expressed positive emotions.
The purpose of this study is to investigate the influence of the activities enriched with models in 6th grade science course on the academic achievement, knowledge retention and attitudes towards science courses of the students and to reveal the student views on implementation. The study was carried out with 45 students studying in the sixth grade in a secondary school in Osmaniye province, in the academic year of 2016-2017. Quasi-experimental designs with pre-test and post-test control group were used in the study. Academic achievement test and science attitude scale were implemented to the groups of before and after the implementation as pre-test and post-test. One month after the implementation, the academic achievement test was re-implemented to the groups to measure the knowledge retention. The views of the after the implementation group students on modeling were received. The findings of the study indicate that there is a significant difference for the benefit of experimental group in terms of the academic achievement and knowledge retention, but not in terms of the attitudes towards science. When the views of the students about the implementation are analyzed, it is observed that they express positive opinions in general.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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