Bu çalışmada, fen bilimleri dersinde istasyon tekniği kullanımının öğrencilerin akademik başarıları ve fen tutumları üzerine etkisi incelenmiştir. Ayrıca araştırma kapsamında yapılan uygulamalar hakkında öğrenci görüşleri alınmıştır. Çalışmada ön test son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma 2018-2019 eğitim-öğretim yılında Kahramanmaraş İlinde öğrenim gören 60 ortaokul yedinci sınıf öğrencisi ile yürütülmüştür. Deney grubuna istasyon tekniği ile ilgili uygulamalar yapılmış, kontrol grubuna ise anlatım yöntemi uygulanmıştır. Çalışma sonucunda, deney ve kontrol grubu öğrencilerinin fen bilimleri dersi akademik başarı puanları ve fen tutum puanları arasında istasyon tekniği lehine istatistiksel olarak anlamlı bir fark olduğu görülmüştür. Öğrencilerin istasyon tekniği ile ilgili olumlu düşüncelere sahip oldukları anlaşılmıştır.
In this study, the effect of the use of station technology in the science course on student academic achievements and scientific attitudes was studied. Students have also received opinions on the practices carried out in the research framework. The study used a semi-experimental pattern with the last test control group. The study was conducted in the 2018-2019 educational year with 60 high school seventh-class students who studied in Kahramanmaraş Province. The experimental group has been applied with the station technique, and the control group has been applied with the narrative method. The study found that the experiment and control group of students in the course of science found that there was a statistically significant difference between the academic achievement scores and the science attitude scores in favour of station technology. It is understood that students have positive opinions about station technology.
In this study, the effect of using station technique in science class of on students’ academic success and science attitudes was investigated. Quasi-experimental designs with pretest and posttest control group were used in the study. The study was carried out with 60 seventh grade students studying in Kahramanmaraş in the 2018-2019 academic year. Applications related to station technique were applied to the experimental group and the expression method was applied to the control group. Working holding; It was seen that there was a significant difference in favor of the stations between the science course academic achievement scores and science attitude scores of the experimental and control students.
Dergi Türü : Uluslararası
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