İlkokul fen öğretiminde dijital hikâye destekli uygulamaların öğrencilerin akademik başarılarına ve tutumlarına etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın temel amacı; kazanım odaklı dijital hikâyelerle desteklenen fen öğretiminin, ilkokul 3. sınıf öğrencilerinin fen bilimleri dersi 'Kuvveti Tanıyalım' ünitesindeki akademik başarılarına, fen bilimleri dersine yönelik tutumlarına ve akademik başarılarının kalıcılığına etkisinin incelenmesidir. Araştırmanın çalışma grubu 2022-2023 eğitim öğretim yılı güz döneminde, Niğde ili Çamardı ilçesindeki bir ilkokulda eğitim gören 3. sınıf öğrencileridir. Araştırmada, nicel araştırma yaklaşımlarından deneme modeli kullanılmıştır. Araştırmanın deney grubunda 16 öğrenci, kontrol grubunda ise 18 öğrenci yer almaktadır. Deney ve kontrol grubu, iki şubenin denklik çalışmaları sonucunda ve yansız-tesadüfi olarak belirlenmiştir. Araştırmada veri toplama araçları olarak 'Fen Bilimleri Dersi Tutum Ölçeği' ve 'Kuvveti Tanıyalım Ünitesi Başarı Testi' kullanılmıştır. Araştırma sonucunda elde edilen verilerin analizi neticesinde; ? Deney grubu, akademik başarı ve tutum ölçeği ön test, son test puan ortalamaları incelendiğinde, puan ortalamalarının son test lehine anlamlı farklılık gösterdiği tespit edilmiştir. ? Kontrol grubu, akademik başarı ve tutum ölçeği ön test, son test puan ortalamaları incelendiğinde, akademik başarı puan ortalamaları arasında son test lehine anlamlı farklılık tespit edilirken, tutum ölçeği puan ortalamaları arasında istatistiksel açıdan anlamlı farklılık tespit edilmemiştir. ? Deney ve kontrol grubu, akademik başarı ve tutum ölçeği son test puan ortalamaları incelendiğinde, deney grubu lehine anlamlı farklılık tespit edilmiştir. ? Deney ve kontrol grubu, akademik başarı kalıcılık testi puan ortalamaları incelendiğinde, deney grubu lehine anlamlı farklılık tespit edilmiştir. Bu çalışmada elde edilen bulgular doğrultusunda dijital hikâye destekli uygulamaların farklı kademelerde, farklı yaş gruplarında ve farklı konularda çeşitli değişkenlere etkisinin incelenmesi önerisi getirilmiştir.
The main purpose of this research is to examine the effect of science teaching supported by achievement-oriented digital stories on the academic achievement, attitudes towards science course and retention of academic achievement of 3rd grade primary school students in the unit 'Let's Know the Force' of science course. The study group of the research is 3rd grade students studying in a primary school in Çamardı district of Niğde province in the fall semester of the 2022-2023 academic year. In the study, the experimental model, one of the quantitative research approaches, was used. There were 16 students in the experimental group and 18 students in the control group. The experimental and control groups were determined randomly as a result of the equivalence studies of the two classes. In the study, 'Science Course Attitude Scale' and 'Let's Know the Force Unit Achievement Test' were used as data collection tools. As a result of the analysis of the data obtained as a result of the research ; ? When the mean scores of the experimental group, academic achievement and attitude scale pre-test and post-test were examined, it was found that the mean scores showed a significant difference in favor of the post-test. ? When the pre-test and post-test mean scores of the control group, academic achievement and attitude scale were examined, a significant difference was found between the mean scores of academic achievement in favor of the post-test, while no statistically significant difference was found between the mean scores of the attitude scale. ? When the post-test mean scores of the experimental and control groups, academic achievement and attitude scale were examined, a significant difference was found in favor of the experimental group. ? When the mean academic achievement retention test scores of the experimental and control groups were examined, a significant difference was found in favor of the experimental group. In line with the findings obtained in this study, it was suggested to examine the effects of digital story-supported applications on various variables at different levels, in different age groups and in different subjects.
The main purpose of this research is to examine the effect of science teaching supported by achievement-oriented digital stories on the academic achievement, attitudes towards science course and retention of academic achievement of 3rd grade primary school students in the unit 'Let's Know the Force' of science course. The study group of the research is 3rd grade students studying in a primary school in Çamardı district of Niğde province in the fall semester of the 2022-2023 academic year. In the study, the experimental model, one of the quantitative research approaches, was used. There were 16 students in the experimental group and 18 students in the control group. The experimental and control groups were determined randomly as a result of the equivalence studies of the two classes. In the study, 'Science Course Attitude Scale' and 'Let's Know the Force Unit Achievement Test' were used as data collection tools. As a result of the analysis of the data obtained as a result of the research ; ? When the mean scores of the experimental group, academic achievement and attitude scale pre-test and post-test were examined, it was found that the mean scores showed a significant difference in favor of the post-test. ? When the pre-test and post-test mean scores of the control group, academic achievement and attitude scale were examined, a significant difference was found between the mean scores of academic achievement in favor of the post-test, while no statistically significant difference was found between the mean scores of the attitude scale. ? When the post-test mean scores of the experimental and control groups, academic achievement and attitude scale were examined, a significant difference was found in favor of the experimental group. ? When the mean academic achievement retention test scores of the experimental and control groups were examined, a significant difference was found in favor of the experimental group. In line with the findings obtained in this study, it was suggested to examine the effects of digital story-supported applications on various variables at different levels, in different age groups and in different subjects.
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Öğretmenliği Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
