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Bu araştırma argümantasyon tabanlı öğrenme yaklaşımının ortaokul 6.sınıf öğrencilerinin çevreye yönelik tutum, davranış ve başarılarına nasıl bir etkisi olduğunu incelemek amacıyla yapılmıştır. Araştırma 2016 - 2017 öğretim yılında Ankara ilinde öğrenim gören ortaokul 6. sınıf öğrencileri üzerinde uygulanmıştır. Araştırmada yarı deneysel yöntem, öntest-sontest kontrol gruplu deneysel desen kullanılmıştır. 6.sınıf şubelerinden bir kontrol, bir de deney grubu belirlenmiştir. Deney grubunda 28 öğrenci ve kontrol grubunda ise 28 öğrenci olmak üzere toplam 56 öğrenci araştırmanın çalışma grubunda bulunmaktadır. Araştırmanın uygulama basamağı araştırmacılar tarafından gerçekleştirilmiş ve 10 hafta sürmüştür. Hem kontrol hem de deney grubunda aynı çevre konularının öğretimi yapılmıştır. Deney grubunda argümantasyon tabanlı çevre eğitimi, kontrol grubunda ise öğretmen merkezli öğretim yöntemleri kullanılarak çevre eğitimi gerçekleştirilmiştir. Veri toplama aracı olarak Bildik (2011) tarafından geliştirilen çevreye yönelik tutum ölçeği, Güven (2011) tarafından geliştirilen çevreye yönelik davranış ölçeği ve araştırmacılar tarafından geliştirilen Çevre Başarı Testi uygulanmıştır. Verilerin analizinde Bağımsız Gruplar için t-testi ve Bağımlı Gruplar için t-testi uygulanmıştır. Araştırmada argümantasyon tabanlı öğrenme yaklaşımının 6. sınıf öğrencilerinin çevreye yönelik tutum ve davranışlarının gelişimine etkisi yokken, başarı düzeylerini geliştirmede anlamlı seviyede etkili olduğu, öğretmen merkezli çevre eğitiminin ise çevreye yönelik davranış, tutum ve çevre başarısına etki etmediği belirlenmiştir.
This research was conducted with the aim of exploring the impact of the arguments-based learning approach on the attitudes, behaviors and achievements of high school students in sixth grade towards the environment. Research 2016 - 2017 was applied to high school 6th grade students who studied in the province of Ankara in the academic year. The research has used a semi-experimental method, a experimental pattern with a predest-sontest control group. A 6th class branch check, and a experimental group was determined. The study group contains 28 students and the control group contains a total of 56 students, including 28 students. The application stage of the research was carried out by researchers and lasted 10 weeks. The same environmental subjects were taught in both control and experiment group. Environmental education based on argumentation in the experimental group and environmental education based on teaching methods in the control group. The scale of environmental attitude developed by Knowledge (2011) as a data collection tool, the scale of environmental behavior developed by Trust (2011) and the Environmental Success Test developed by researchers have been implemented. In the analysis of data, t-test for independent groups and t-test for dependent groups were applied. The study of arguments based on learning 6. While class students have no impact on the development of their attitudes and behaviors towards the environment, they have a significant impact on the development of their level of success, and teachers-centered environmental education has no impact on the environmental behavior, attitude and environmental success.
This research has been conducted to examine how the argumentation based learning approach has an impact on the environmental attitudes, behaviors and achievements of middle school 6th graders. The research was applied to the 6th grade secondary school students in Ankara in 2016-2017 academic year. In the research, quasi-experimental method and pretest-posttest control group experimental design was used. One control group and one experimental group were determined from 6th grade branches. A total of 56 students, 28 students in the experimental group and 28 students in the control group, were included in the study group. The application stage of the study was carried out by the same science teacher and lasted 10 weeks. Both control and experimental groups were taught the same environmental issues. Argumentation based environmental education was used in the experimental group and environmental education was conducted in the control group using teacher-centered teaching methods. As a data collection tool, the environmental attitude scale developed by Bildik (2011), the environmental behavior scale developed by Güven (2011) and the Environmental Achievement Test developed by the researcher were applied with pre-test and post-test. In the analysis of the data, t-test for independent groups and t-test for dependent groups were applied. In the study, it is observed that while argumentation based learning approach has no effect on the development of 6th grade students' attitudes and behaviors towards the environment, it is significantly effective in improving achievement levels. It is also determined that teacher-centered environmental education does not affect environmental behavior, attitude and environmental success.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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