Sosyal-Yapılandırmacı Öğrenme Ortamı Tasarımının Öğrenenlerin Akademik Başarılarına ve Derse Yönelik Tutumlarına Etkisi
Küçük Resim Yok
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, ortaokul 7. sınıf İngilizce dersinde tasarımının öğrenenlerin akademik başarıları ve derse yönelik tutumları üzerindeki etkilerini incelemektir. Araştırma, öntest-sontest kontrol gruplu deneme modeli kullanılarak toplama araçları olarak; (a) akademik başarı testi ve (b) İngilizce dersine yönelik tutum ölçeği ile kullanılmıştır. Araştırmada, dokuz hafta süresince deney grubunda sosyal-yapılandırmacı uygulanırken, kontrol grubunda ise mevcut öğretim programına dayalı olarak hazırlanan öğrenen kılavuz kitabındaki etkinlikler işe koşulmuştur. Araştırmadan elde edilen sonuçlar; sosyal-yapılandırmacı öğrenme ortamı tasarımı uygulamalarının deney grubundaki öğrenenlerin akademik başarılarını ve İngilizce dersine yönelik tutumlarını anlamlı olarak artırdığını göstermiştir.
The purpose of this study was to investigate the effects of social-constructivist learning environment design on 7th grade learners' academic achievement and attitudes towards secondary school English course. The study was carried out by adopting the quasi-experimental pretest-posttest control group design. In the study, (a) academic achievement test and (b) attitude scale towards English course as data collection instruments were used. While the social-constructivist learning environment design was treating on the experimental group, the control group was taught by following up the activities in the learner's course book based on the current elementary English course curriculum, which lasted for totally nine weeks. The results of the study pointed out that the applications based on the social-constructivist learning environment design increased the academic achievement and attitudes towards English course of the learners in the experimental group.
The purpose of this study was to investigate the effects of social-constructivist learning environment design on 7th grade learners' academic achievement and attitudes towards secondary school English course. The study was carried out by adopting the quasi-experimental pretest-posttest control group design. In the study, (a) academic achievement test and (b) attitude scale towards English course as data collection instruments were used. While the social-constructivist learning environment design was treating on the experimental group, the control group was taught by following up the activities in the learner's course book based on the current elementary English course curriculum, which lasted for totally nine weeks. The results of the study pointed out that the applications based on the social-constructivist learning environment design increased the academic achievement and attitudes towards English course of the learners in the experimental group.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
0
Sayı
41
