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Bu araştırma, 4MAT öğretim yöntemine göre yapılan öğretimin lise öğrencilerinin fizik dersine yönelik tutumuna etkisini, öğrencilerin öğrenme stilleri ile fizik dersine yönelik tutumları arasındaki ilişkiyi belirlemek amacıyla yapılmıştır. Araştırma 2016-2017 öğretim yılında yapılmıştır. Araştırmanın çalışma grubunu bir kamu lisesinde öğrenim gören lise 2. sınıf öğrencileri oluşturmuştur. Araştırmada ön-test, son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmada, öğrencilerin öğrenme stillerini belirlemek için, Kolb Öğrenme Stilleri Ölçeği, Başarı Testi ve Fizik Tutum Ölçeği kullanılmıştır Verilerin analizinde SPSS programı kullanılmış anlamlılık düzeyi p 0.05 olarak kabul edilmiştir. Verilerin normal dağılım gösterip göstermediği Kolmogorov-Smirnov testi ile analiz edilmiştir. Test sonucu normal dağılıma uymayan veriler için Mann-Whitney U ve Kruskal Wallis-H testi kullanılarak analizler yapılmıştır. Öğrencilerin öğrenme stillerinin birbirinden farklı olduğu bulunmuştur. Deney ve kontrol grubu öğrencilerinin son- test tutum puanlarının arttığı görülmüştür. Fakat artış oranı hem deney hem de kontrol grubunda aynı düzeyde olmuştur. Bu sonuca bakarak deney grubunda uygulanan 4MAT öğretim yönteminin öğrenci tutumlarında kontrol grubuna uygulanan geleneksel yönteme göre bir fark yaratmadığı söylenebilir. Farklı öğrenme stillerine sahip öğrencilerin fizik dersine karşı tutumlarının farklı olduğu görülmüştür. Deney grubunda sağduyulu (3. Tip) öğrenme stiline sahip öğrencilerin derse yönelik tutumları en olumlu olurken, kontrol grubunda ise dinamik (4. Tip) öğrenme stiline sahip öğrencilerin derse karşı tutumları en olumlu olmuştur.
This research was done to determine the impact of teaching based on the 4MAT teaching method on the attitude of high school students towards the course of physics, the relationship between their learning styles and their attitudes towards the course of physics. The study was conducted in the 2016-2017 academic year. The research study group was formed by high school second-class students studying in a public high school. The study used a semi-experimental pattern with a pre-test, last-test control group. In the study, to determine the learning styles of students, Colb Learning Styles Scale, Success Test and Physical Attitude Scale were used in the data analysis, the SPSS program used the meaning level was considered p 0.05. It was analyzed by the Kolmogorov-Smirnov test where the data showed normal distribution. Test results were analyzed using Mann-Whitney U and Kruskal Wallis-H tests for data that did not match normal distribution. Students’ learning styles are different. The test and control group showed that the students’ last-test attitude points increased. But the increase rate was at the same level both in the experiment and control group. With this conclusion, it can be said that the 4MAT teaching method applied in the experiment group does not make a difference from the traditional method applied to the control group in student attitudes. Students with different learning styles have been shown to have different attitudes towards the course of physics. Intelligence in the experimentation group (3. Students with learning style are the most positive attitudes towards the class, while in the control group dynamic (4. The attitudes of students with a learning style against the class were the most positive.
This research was carried out to determine the effect of teaching according to 4MAT teaching method on high school students' attitude towards physics course and the relationship between students' learning styles and their attitudes towards physics course. The research was carried out in the 2016-2017 academic year. The study group of the research consisted of high school 2nd grade students studying in a public high school. In the research, quasi-experimental design with pre-test post-test control group was used. In the research, Kolb Learning Style Inventory, Achievement Test and Physical Attitude Scale were used to determine the learning styles of the students. SPSS program was used in the analysis of the data and the significance level was accepted as p<0.05. Whether the data showed normal distribution was analyzed with the Kolmogorov-Smirnov test. For the data that do not conform to the normal distribution of the test results, analyzes were performed using Mann-Whitney U and Kruskal Wallis-H test. It was found that the learning styles of students are different from each other. It was observed that the post-test attitude scores of the experiment and control group students increased. However, the ratio of increase was at the same level in both the experimental and the control group. Considering this result, it can be said that the 4MAT teaching method applied in the experimental group does not make a difference in student attitudes compared to the traditional method applied to the control group. It has been observed that students with different learning styles have different attitudes towards physics course. While the attitudes of students with common sense (Type 3) learning style towards the course were the most positive in the experimental group, the attitudes of students with dynamic (Type 4) learning style towards the course were the most positive in the control group.
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