Çoklu zekâ kuramının ortaokul 5. sınıf öğrencilerinin güneş, dünya ve ay ünitesindeki akademik başarılarına ve tutumlarına etkisi
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Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Siirt Üniversitesi
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Araştırmanın genel amacı; ortaokulda öğrenim gören 5. sınıf öğrencilerinin "Güneş, Dünya ve Ay" ünitesiyle ilgili Fen Bilgisi eğitimi akademik başarı düzeyleri ve Fen Bilimlerine karşı tutumları arasında ÇZK destekli öğretimle ve mevcut fen öğretimi arasında anlamlı fark olup olmadığını araştırmaktır. Araştırma 2022-2023 eğitim-öğretim yılı güz döneminde Siirt ilindeki sancaklar ortaokulunda öğrenim gören 71 öğrenci üzerinde gerçekleştirilmiştir. 6 hafta 24 ders saati sürecince deney grubuna konu kazanımlarına göre hazırlanmış ders planları işlenmiş, kontrol grubunda ise müfredata göre dersler işlenmiştir. Araştırmanın nicel boyutunda ön ve son test uygulanmış yarı deneysel desen kullanılmış, nitel boyuttaysa fenomenolojik desen kullanılmıştır. Çalışmada nicel veri toplama aracı olarak Hazırbulunuşluk Testi (HBT) , Fen Başarı Testi (FBT) ve Fen Tutum Ölçeği (FTÖ) kullanılmıştır. Nitel veriler deney grubundaki öğrencilerden rastgele seçilen 10 öğrenciye uygulanan yarı yapılandırılmış görüşme formlarından elde edilmiştir. Nicel verilerin analizinde t testi ve ANOVA analizleri SPSS 24 programından yararlanılarak analizler yapılmıştır. Araştırmadan elde edilen nicel veriler doğrultusunda deney ve kontrol grubunda fen başarıları karşılaştırıldığında deney grubunun başarısının daha çok artığı görülmüştür. Buradan deney grubuna uygulanmış olan Çoklu Zekâ Kuramı etkinliklerinin öğrencilerin başarıları üzerinde pozitif bir etki yaptığı sonucuna varılmıştır. Fen bilimleri tutumları incelendiğinde ise ilk ve son test tutumlarının aynı seviyede arttığı gözlemlenmiştir. Buradan ÇZK etkinliklerinin fen tutumları üzerinde mevcut olarak uygulanan yöntem etkinliklerine göre büyük bir farklılık yaratmadığı sonucuna varılmıştır. Ayrıca öğrencilerin cinsiyetinin, anne babalarının eğitim durumlarının ve geçmiş yıllardaki fen bilimleri yazılı puanlarının fen başarısında etkisi arasında anlamlı bir fark bulunmamıştır. Elde edilen sonuçlarla bağlantılı olarak yeni çalışmalar için önerilerde bulunulmuştur
The general purpose of the research is; The aim of this study is to investigate whether there is a significant difference between the academic achievement levels of 5th grade secondary school students in Science education related to the "Sun, Earth and Moon" unit and their attitudes towards Science, between CZK-supported teaching and current science teaching. The research was conducted on 71 students studying at Sancaklar Secondary School in Siirt province in the fall semester of the 2022-2023 academic year. During 6 weeks and 24 lesson hours, lesson plans prepared according to subject achievements were taught to the experimental group, and lessons were taught according to the curriculum in the control group. In the quantitative dimension of the research, a quasi-experimental design with pre- and post-test was used, and in the qualitative dimension, a phenomenological design was used. Readiness Test (HBT), Science Achievement Test (SBT) and Science Attitude Scale (FTÖ) were used as quantitative data collection tools in the study. Qualitative data were obtained from semi-structured interview forms applied to 10 randomly selected students in the experimental group. In the analysis of quantitative data, t test and ANOVA analyzes were made using the SPSS 24 program. When the science achievements of the experimental and control groups were compared in line with the quantitative data obtained from the research, it was seen that the success of the experimental group increased more. It was concluded that the Multiple Intelligence Theory activities applied to the experimental group had a positive effect on the success of the students. When science attitudes were examined, it was observed that the first and last test attitudes increased at the same level. It was concluded that CZK activities did not make a big difference on science attitudes compared to the currently applied method activities. Additionally, no significant difference was found between the effects of students' gender, their parents' educational background, and previous years' science written scores on science achievement. Suggestions were made for new studies in connection with the results obtained.
The general purpose of the research is; The aim of this study is to investigate whether there is a significant difference between the academic achievement levels of 5th grade secondary school students in Science education related to the "Sun, Earth and Moon" unit and their attitudes towards Science, between CZK-supported teaching and current science teaching. The research was conducted on 71 students studying at Sancaklar Secondary School in Siirt province in the fall semester of the 2022-2023 academic year. During 6 weeks and 24 lesson hours, lesson plans prepared according to subject achievements were taught to the experimental group, and lessons were taught according to the curriculum in the control group. In the quantitative dimension of the research, a quasi-experimental design with pre- and post-test was used, and in the qualitative dimension, a phenomenological design was used. Readiness Test (HBT), Science Achievement Test (SBT) and Science Attitude Scale (FTÖ) were used as quantitative data collection tools in the study. Qualitative data were obtained from semi-structured interview forms applied to 10 randomly selected students in the experimental group. In the analysis of quantitative data, t test and ANOVA analyzes were made using the SPSS 24 program. When the science achievements of the experimental and control groups were compared in line with the quantitative data obtained from the research, it was seen that the success of the experimental group increased more. It was concluded that the Multiple Intelligence Theory activities applied to the experimental group had a positive effect on the success of the students. When science attitudes were examined, it was observed that the first and last test attitudes increased at the same level. It was concluded that CZK activities did not make a big difference on science attitudes compared to the currently applied method activities. Additionally, no significant difference was found between the effects of students' gender, their parents' educational background, and previous years' science written scores on science achievement. Suggestions were made for new studies in connection with the results obtained.
Description
Fen Bilimleri Enstitüsü, Fen Bilimleri Ana Bilim Dalı, Fen Bilgisi Öğretmenliği Bilim Dalı
Keywords
Eğitim ve Öğretim, Education and Training
