Fen bilimleri dersinde STEM ile bütünleştirilmiş bağlam temelli etkinliklerin öğrencilerin yaratıcılık becerilerine etkisi
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Tarih
2021
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı fen bilimleri dersinde STEM ile bütünleştirilmiş bağlam temelli etkinliklerin öğrencilerin yaratıcılık becerilerine etkisini incelemektir. Bu amaç doğrultusunda ortaokul 2018 Fen Bilimleri Öğretim Programı'nda yer alan 7.sınıf 1.dönem konuları ile ilgili etkinlikler hazırlanmıştır. Araştırmada tek gruplu deneysel bir çalışma yürütülmüştür. Çalışma grubunu 2018-2019 Eğitim-Öğretim Yılında, İç Anadolu bölgesinde, orta ölçekli bir kasaba okulunda öğrenim gören 23 yedinci sınıf öğrencisi oluşturmaktadır. Araştırmacının öğrencilerin fen bilimleri dersi öğretmeni olması dolayısıyla katılımcıların kolay ulaşılabilir olması çalışma grubunu belirlemede etkili olmuştur. Bilimsel yaratıcılık becerilerini ölçebilmek için öğrencilere Hu ve Adey, (2002) tarafından geliştirilen Bilimsel Yaratıcılık Testi (BYT) öntest ve sontest olarak uygulanmıştır. Ayrıca öğrencilerin fen bilimleri dersine karşı görüşleri ve öğrencilerin uygulanan etkinliklere karşı görüşlerini öğrenebilmek için açık uçlu sorulardan oluşan yazılı formlar uygulanmıştır. Araştırmanın nicel boyutunda elde edilen verilerin analizinde SPSS.22 (Statistical Package for the Social Sciences) programı kullanılmıştır. Çalışma grubuna uygulanan öntest ve sontest sonuçlarının karşılaştırılmasında nonparametrik testlerden Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırmanın nitel boyutunda ise elde edilen veriler çerçeve ve kategoriler altında toplanarak betimsel analiz yöntemi ile analiz edilmiştir. Çalışma grubu öğrencilerine uygulanan BYT'den elde edilen öntest ve sontest puan ortalamaları ile öntest ve sontestten elde edilen esneklik, akıcılık ve orijinallik puanlarının ortalamaları istatistiksel olarak ayrı ayrı incelenmiştir. Öğrencilerin hem öntest ve sontest yaratıcılık puan ortalamaları arasında hem de yaratıcılığın esneklik, akıcılık ve orijinallik boyutlarındaki öntest ve sontest puan otalamaları arasında sontest lehine istatistiksel olarak anlamlı farklar bulunmuştur. Elde edilen bu sonuç STEM ile bütünleştirilmiş bağlam temelli etkinliklerin fen eğitiminde öğrencilerin yaratıcı düşünmelerine olumlu yönde etki ettiğini göstermektedir. Öğrencilerin fen eğitiminde yaratıcı düşünmeye karşı görüşlerinde STEM ile bütünleştirilmiş bağlam temelli etkinliklerin uygulama öncesi ve uygulama sonrası arasında olumlu yönde gelişme olduğu tespit edilmiştir. Öğrenciler etkinlikler uygulandıktan sonraki görüşlerinde, yaratıcı düşünme ile ilgili daha donanımlı olduklarını ifade etmişlerdir. Ayrıca öğrenciler bağlam temelli etkinliklerin, yaratıcı düşünmeleri ile ilgili kendilerini geliştirdiklerini belirtmişlerdir. Etkinliklerin uygulanmasından sonra öğrencilerin fen bilimleri dersine karşı görüşleri büyük oranda değişerek öğrencilerin fen bilimleri dersini sevdiklerini ve eğlenceli bulduklarını belirtmişlerdir. Elde edilen sonuçlara göre, STEM ile bütünleştirilmiş bağlam temelli etkinliklerin fen eğitiminde öğrencilerin yaratıcı düşünme becerilerini geliştirdiği ve öğrencilerin fen bilimleri dersine karşı görüşlerine olumlu katkısının olduğu söylenebilir.
The aim of this study is to examine the effect of context-based activities integrated with STEM on students' creativity skills in science course. For this purpose, activities related to 1st semester subjects of 7th grade in the Science Curriculum of 2018 Secondary School have been prepared. A single group experimental study was conducted in the research. The study group consists of 23 seventh grade students studying in a medium-sized town school in the Central Anatolia region in the 2018-2019 Academic Year. The fact that the researcher was the teacher of the students' science course, and the participants were easily accessible, was effective in determining the study group. The Scientific Creativity Test "(SCT) developed by (Hu & Adey, (2002)" was administered to the study group students as a pre-test and a post-test to assess students' scientific creativity skills. In addition, written forms including open-ended questions were applied in order to learn the opinions of the students about the science course and the students' views on the implemented activities. SPSS.22 (Statistical Package for the Social Sciences) program was used to analyze the data obtained in the quantitative dimension of the study. Wilcoxon Signed Ranks Test, one of the nonparametric tests, was used to compare the pre-test and post-test results applied to the study group. In the qualitative dimension of the study, the obtained data were analyzed under a frame and categories with the descriptive analysis method. The pre- and post- average scores obtained from SCT that was administered to the study group students and the pre- and post- average scores of the students on flexibility, fluency, and originality dimensions were analyzed. Statistically meaningful differences were found both between students' pre- and post-tests average creativity scores and between students' pre- and post-tests average scores on flexibility, fluency, and originality dimensions of creativity. This result shows that context-based activities integrated with STEM have a positive effect on students' creative thinking in science education. It has been determined that there is a positive improvement in students' views on creative thinking in science education between pre-implementation and post implementation context-based activities integrated with STEM. In their views, after the activities were implemented, the students stated that they were better equipped about creative thinking. In addition, the students stated that context-based activities improved themselves in terms of creative thinking. After the implementation of the activities, students' views on the science course changed greatly and they liked the science course and found it fun. According to the results, it can be said that context-based activities and STEM activities improve students' creative thinking skills in science education and contribute positively to students' views on science courses.
The aim of this study is to examine the effect of context-based activities integrated with STEM on students' creativity skills in science course. For this purpose, activities related to 1st semester subjects of 7th grade in the Science Curriculum of 2018 Secondary School have been prepared. A single group experimental study was conducted in the research. The study group consists of 23 seventh grade students studying in a medium-sized town school in the Central Anatolia region in the 2018-2019 Academic Year. The fact that the researcher was the teacher of the students' science course, and the participants were easily accessible, was effective in determining the study group. The Scientific Creativity Test "(SCT) developed by (Hu & Adey, (2002)" was administered to the study group students as a pre-test and a post-test to assess students' scientific creativity skills. In addition, written forms including open-ended questions were applied in order to learn the opinions of the students about the science course and the students' views on the implemented activities. SPSS.22 (Statistical Package for the Social Sciences) program was used to analyze the data obtained in the quantitative dimension of the study. Wilcoxon Signed Ranks Test, one of the nonparametric tests, was used to compare the pre-test and post-test results applied to the study group. In the qualitative dimension of the study, the obtained data were analyzed under a frame and categories with the descriptive analysis method. The pre- and post- average scores obtained from SCT that was administered to the study group students and the pre- and post- average scores of the students on flexibility, fluency, and originality dimensions were analyzed. Statistically meaningful differences were found both between students' pre- and post-tests average creativity scores and between students' pre- and post-tests average scores on flexibility, fluency, and originality dimensions of creativity. This result shows that context-based activities integrated with STEM have a positive effect on students' creative thinking in science education. It has been determined that there is a positive improvement in students' views on creative thinking in science education between pre-implementation and post implementation context-based activities integrated with STEM. In their views, after the activities were implemented, the students stated that they were better equipped about creative thinking. In addition, the students stated that context-based activities improved themselves in terms of creative thinking. After the implementation of the activities, students' views on the science course changed greatly and they liked the science course and found it fun. According to the results, it can be said that context-based activities and STEM activities improve students' creative thinking skills in science education and contribute positively to students' views on science courses.
Açıklama
Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Fen Bilgisi Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
