İlköğretim fen ve teknoloji dersinde uygulanan şiirle öğretim tekniğinin öğrenci başarısı ve tutuma etkisi
Küçük Resim Yok
Tarih
2007
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu arastırmanın amacı; Fen ve Teknoloji dersinde siirle ögretimin uygulanabilirligini belirlemektir. Günümüzde egitim programlarının önemli kuramlarından olan çoklu zekâ kuramı ile örtüsen bu yöntemin ögrenilen bilgilerin kalıcılıgına etkisi arastırılmıstır. Arastırma Milli Egitim Bakanlıgı'na baglı Nigde li Degirmenli Kasabası Degirmenli lkögretim Okulunda yapılmıstır. Arastırmada deneysel yöntemlerden kontrol gruplu ön-test ve son-test modeli uygulanmıstır. 6. sınıf Fen ve Teknoloji dersi ?Maddenin Tanecikli Yapısı? Ünitesi Siirle ögretim teknigine göre hazırlanan etkinlikle ve geleneksel ögretim yöntemleri ile islenmistir. Ögrencilerin Fen ve Teknoloji dersine karsı tutumlarında meydana gelen degisimler arastırılmıstır. Arastırmada Çalısma grubu olarak 52 ögrenci belirlenmistir, 32 ögrenci deney grubu, 20 ögrenci kontrol grubu olarak alınmıstır. Deney ve kontrol grubu ögrencilerine 25 sorudan olusan ön-test amaçlı basarı testi uygulanmıs, arastırma sonucunda iki gruba yine 25 sorudan olusan son-test amaçlı basarı testi uygulanmıstır. Ögrencilerin tutumlarının belirlenmesi için ise Fen bilgisi Tutum Ölçegi programın uygulanmasından önce deney ve kontrol grubuna uygulanmıs ve aynı ölçek program tamamlandıktan sonra tekrar deney ve kontrol grubuna uygulanmıstır. Arastırmadan 1 ay sonra kalıcılıgın ölçülmesi için test tekrar test yöntemi uygulanmıstır. Elde edilen veriler SPSS for Windows programında analiz edilmistir. Tüm istatistiksel çözümlemeler için anlamlılık düzeyi .05 olarak alınmıstır. Arastırmada elde edilen bulgulara göre; siirle ögretim yapılan deney grubu ögrencilerinin Fen ve Teknoloji dersine karsı tutum puanlarında anlamlı bir farklılık bulunmamıstır. Deney grubu ögrencilerinin ön-test ve son- test basarı puanları arasında anlamlı bir fark bulunmustur. Yani siirle ögretim teknigi ögrencilerin basarı düzeylerini olumlu yönde etkilemistir. Kalıcılıgın ölçülmesi için 1 ay sonra uygulanan testte ögrencilerin ünite konularını unutmadıkları belirlenmistir. Ögrencilerle yapılan görüsmelerde ögrencilerin siirle ögretim teknigi ile konuları daha iyi ögrendikleri ve unutmadıkları sonucuna varılmıstır. Anahtar Kelimeler: Fen Bilgisi Ögretimi, Siirle Ögretim, Ögretim Teknigi, Ögrenci Basarısı, Tutum
The aim of this research is to find out the feasibility of poetical teaching technique in science and technology lessons. The effect of this method which is in accordance with the multiple intelligence theory, which is an important theory of educational programmes today, in the permanence of the information learned, has been researched. The research has been conducted in Degirmenli Town, Nigde at Degirmenli Primary Education School which is a public school under the authority of Ministry of National Education. In the research; out of empirical methods, pre-test and post-test model with a control group and experimental group was applied. Sixth grade science and technology lesson unit `The Particular Structure of Elements? was taught with activities prepared in accordance with poetical teaching technique and conventional teaching methods. The changes of attitudes to science and technology lesson of students were researched. In the research 52 students have been determined as study group, 32 students being experiment group, 20 students being the control group. A success test aimed as a pre-test consisting of 25 questions was conducted to the experimental and the control group students, after the research a success test aimed as a post-test consisting of 25 questions again was conducted to both groups. In order to determine the attitudes of students, Science Attitude Scale was applied to the experiment and the control groups before the implementation of the programme and the same scale again was applied to the experiment and the control groups after the programme was completed. One month after the research; in order for permanence to be tested, test again test method has been conducted. The data was analyzed in SPSS for Windows programme. For all statistical solutions meaningfulness level was accepted as .05. According to the findings obtained in the research; in the behavioural points against science and technology lesson of the experimental group students who were taught with poetical teaching technique, there was not a significant difference. There was a significant difference between pre-test and posttest success scores of the experiment group students. That is to say, poetical teaching technique affected the success levels of the students in an affirmative way. It was found out in the test performed one month after in order for permanence to be tested that the students did not forget the subjects of the unit. In the interviews held with the students, it was concluded that by means of poetical teaching technique students learn the subject better and do not forget it. Key Words: Science teaching, poetical teaching, teaching technique, student success, attitude
The aim of this research is to find out the feasibility of poetical teaching technique in science and technology lessons. The effect of this method which is in accordance with the multiple intelligence theory, which is an important theory of educational programmes today, in the permanence of the information learned, has been researched. The research has been conducted in Degirmenli Town, Nigde at Degirmenli Primary Education School which is a public school under the authority of Ministry of National Education. In the research; out of empirical methods, pre-test and post-test model with a control group and experimental group was applied. Sixth grade science and technology lesson unit `The Particular Structure of Elements? was taught with activities prepared in accordance with poetical teaching technique and conventional teaching methods. The changes of attitudes to science and technology lesson of students were researched. In the research 52 students have been determined as study group, 32 students being experiment group, 20 students being the control group. A success test aimed as a pre-test consisting of 25 questions was conducted to the experimental and the control group students, after the research a success test aimed as a post-test consisting of 25 questions again was conducted to both groups. In order to determine the attitudes of students, Science Attitude Scale was applied to the experiment and the control groups before the implementation of the programme and the same scale again was applied to the experiment and the control groups after the programme was completed. One month after the research; in order for permanence to be tested, test again test method has been conducted. The data was analyzed in SPSS for Windows programme. For all statistical solutions meaningfulness level was accepted as .05. According to the findings obtained in the research; in the behavioural points against science and technology lesson of the experimental group students who were taught with poetical teaching technique, there was not a significant difference. There was a significant difference between pre-test and posttest success scores of the experiment group students. That is to say, poetical teaching technique affected the success levels of the students in an affirmative way. It was found out in the test performed one month after in order for permanence to be tested that the students did not forget the subjects of the unit. In the interviews held with the students, it was concluded that by means of poetical teaching technique students learn the subject better and do not forget it. Key Words: Science teaching, poetical teaching, teaching technique, student success, attitude
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
