Ortak bilgi yapılandırma modelinin 'Hücre ve bölünmeler' ünitesindeki kavramsal anlama, akademik başarı ve kalıcılığa etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
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Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Ortak Bilgi Yapılandırma Modeli'nin ele alındığı bu çalışmanın amacı, Ortak Bilgi Yapılandırma Modeli'nin yedinci sınıf öğrencilerinin "Hücre ve Bölünmeler" ünitesinde kavramsal anlama, akademik başarı ve öğrenilen bilgilerin kalıcılığı üzerindeki etkilerini incelemektir. Araştırma, 2021-2022 eğitim öğretim yılında Kayseri ili Talas ilçesinde bir ortaokulda gerçekleştirilmiştir. Araştırmanın çalışma grubunu iki farklı şubede öğrenim gören 74 yedinci sınıf öğrencisi oluşturmaktadır. Araştırmanın uygulama aşamasında; "Hücre ve Bölünmeler" ünitesinin öğretiminde deney grubu için Ortak Bilgi Yapılandırma Modeli'ne göre hazırlanan yöntemler, kontrol grubu için MEB'in güncel müfredatına göre hazırlanan yöntemler kullanılmıştır. Araştırma deneysel bir çalışma olup, ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın verileri akademik başarı testi ve kavramsal anlama testi ile toplanmıştır. Çalışma gruplarına hem ön test hem de son test olarak akademik başarı testi ve kavramsal anlama testi uygulanmıştır. Ayrıca uygulamadan 4 hafta sonra çalışma gruplarına akademik başarı testi kalıcılık testi olarak tekrar uygulanmıştır. Araştırma bulgularının çözümlenmesinde IBM SPSS 24.0 paket programı ile bağımsız grup t-testi istatistiksel tekniği kullanılmıştır. Araştırmanın alt problemlerinden elde edilen bulgular ışığında; Ortak Bilgi Yapılandırma Modeli ile öğretimin, 7. sınıf öğrencilerinin "Hücre ve Bölünmeler" ünitesine ilişkin kavramsal anlamalarını ve akademik başarılarını arttırmada ve öğrenilen bilgilerin kalıcılığını sağlamada klasik yöntemle öğretime göre daha fazla etkiye sahip olduğu sonucuna varılmıştır.
The aim of this study, which deals with the Common Knowledge Construction Model, is to examine the effects of the Common Knowledge Construction Model on the conceptual understanding, academic achievement and permanence of the learned information in the "Cell and Divisions" unit of seventh grade students. The research was carried out in a secondary school in Talas district of Kayseri province in the 2021-2022 academic year. The study group of the research consists of 74 seventh grade students studying in two different branches. In the application phase of the research; In the teaching of the "Cell and Divisions" unit, methods prepared in accordance with the Common Knowledge Construction Model were used for the experimental group, and methods prepared in accordance with the current curriculum of the Ministry of National Education were used for the control group. The research is an experimental study and a quasi-experimental design with pretest-posttest control group was used. The data of the research were collected by academic achievement test and conceptual understanding test. Academic achievement test and conceptual understanding test were applied to the study groups as both pretest and posttest. In addition, the academic achievement test was applied to the study groups again as a retention test 4 weeks after the application. In the analysis of the research findings, the IBM SPSS 24.0 package program and the independent group t-test statistical technique were used. In the light of the findings obtained from the sub-problems of the research; It has been concluded that teaching with the Common Knowledge Construction Model has a greater effect on increasing conceptual understanding and academic success for the unit of "Cell and Divisions" in seventh grade students, and on ensuring the permanence of the learned information, compared to teaching with the classical method.
The aim of this study, which deals with the Common Knowledge Construction Model, is to examine the effects of the Common Knowledge Construction Model on the conceptual understanding, academic achievement and permanence of the learned information in the "Cell and Divisions" unit of seventh grade students. The research was carried out in a secondary school in Talas district of Kayseri province in the 2021-2022 academic year. The study group of the research consists of 74 seventh grade students studying in two different branches. In the application phase of the research; In the teaching of the "Cell and Divisions" unit, methods prepared in accordance with the Common Knowledge Construction Model were used for the experimental group, and methods prepared in accordance with the current curriculum of the Ministry of National Education were used for the control group. The research is an experimental study and a quasi-experimental design with pretest-posttest control group was used. The data of the research were collected by academic achievement test and conceptual understanding test. Academic achievement test and conceptual understanding test were applied to the study groups as both pretest and posttest. In addition, the academic achievement test was applied to the study groups again as a retention test 4 weeks after the application. In the analysis of the research findings, the IBM SPSS 24.0 package program and the independent group t-test statistical technique were used. In the light of the findings obtained from the sub-problems of the research; It has been concluded that teaching with the Common Knowledge Construction Model has a greater effect on increasing conceptual understanding and academic success for the unit of "Cell and Divisions" in seventh grade students, and on ensuring the permanence of the learned information, compared to teaching with the classical method.
Açıklama
Eğitim Bilimleri Enstitüsü, Fen ve Matematik Eğitimi Ana Bilim Dalı, Fen Bilgisi Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
