Publication: Fen eğitiminde dil temelli etkinliklerin ortaokul öğrencilerinin kavram öğrenmelerine, 21. yüzyıl becerilerine ve fen öğrenmeye yönelik motivasyonlarına etkisi
Abstract
Fen eğitiminde dil temelli etkinliklerin ortaokul öğrencilerinin kavram öğrenmelerine, 21. yüzyıl becerilerine ve fen öğrenmeye yönelik motivasyonlarına etkisi Bu araştırmanın amacı, fen eğitiminde dil temelli etkinliklerin ortaokul öğrencilerinin kavram öğrenmeleri, 21. yüzyıl becerileri ve fen öğrenmeye yönelik motivasyonları üzerindeki etkilerini belirlemektir. Çalışma, karma yöntem desenlerinden biri olan gömülü desen çerçevesinde yürütülmüştür. Araştırmanın katılımcılarını, İstanbul'da bir devlet ortaokulunda öğrenim gören yedinci sınıf düzeyindeki 53 öğrenci oluşturmaktadır. Araştırmada deney ve kontrol grupları yansız atama yöntemiyle belirlenmiş; bu kapsamda iki deney ve bir kontrol grubu oluşturulmuştur. Veri toplama sürecinde hem nicel hem de nitel veri toplama araçlarından yararlanılmıştır. Nicel veriler; iki aşamalı kavram testi, 21. yüzyıl becerileri ölçeği ve fen öğrenmeye yönelik motivasyon ölçeği aracılığıyla toplanmıştır. Nitel veriler ise öğrenci günlükleri, görüş formları, yarı yapılandırılmış bireysel görüşmeler ve odak grup görüşmeleri yoluyla elde edilmiştir. Araştırma sürecinde, birinci deney grubuna, dil temelli stratejilerin, bilimsel hikâye, deney, argümantasyon, STEM ve oyun gibi öğretim yöntemlerine entegre edildiği etkinlikler uygulanmıştır. İkinci deney grubuna ise aynı öğretim yöntemlerine dayalı ancak dil temelli strateji bileşenleri içermeyen etkinlikler sunulmuştur. Kontrol grubuna ise mevcut fen müfredatına dayalı etkinlikler uygulanmıştır. Uygulama, haftada dört ders saati olmak üzere sekiz hafta boyunca yürütülmüştür. Elde edilen nicel veriler istatistiksel analiz teknikleri ile, nitel veriler ise tematik ve betimsel analiz yöntemleriyle analiz edilmiştir. Bulgular, dil temelli etkinliklerin uygulandığı öğrencilerin kavram öğrenme düzeylerinin diğer gruplara kıyasla anlamlı düzeyde daha yüksek olduğunu göstermiştir. Öğrenci görüşleri de bu yöntemin kavram öğrenimini destekleyici yönlerini vurgulamaktadır. Ayrıca dil temelli etkinliklerin, öğrencilerin 21. yüzyıl becerilerinden özellikle aktif öğrenme, işbirliği ve iletişim becerileri üzerinde olumlu etkiler oluşturduğu belirlenmiştir. Öğrenci ifadeleri doğrultusunda benlik becerileri, sosyal ve duygusal beceriler, okuryazarlık becerileri ve üst düzey düşünme becerilerinde de gelişim sağlandığı görülmüştür. Bunun yanı sıra dil temelli etkinliklerin öğrencilerin fen öğrenmeye yönelik motivasyonlarını da anlamlı düzeyde artırdığı; özellikle araştırma yapma, performans gösterme, iletişim kurma ve derse katılım gibi alanlarda belirgin motivasyon artışları sağladığı tespit edilmiştir. Araştırma bulguları doğrultusunda, öğrencilerin yazılı ve sözlü ifade becerilerinin geliştirilmesine yönelik olarak öğretim programlarında ve ders kitaplarında dil temelli etkinliklere sistematik biçimde yer verilmesi, söz konusu etkinliklerin farklı fen konuları ve çeşitli sınıf düzeylerine uyarlanarak yaygınlaştırılması önerilmektedir. Bu çalışma TÜBİTAK 2211-A Yurt İçi Genel Doktora Burs tarafından desteklenmiştir.
The effect of language-based activities in science education on middle school students’ conceptual learning 21st century skills and motivation towards learning science The aim of this study is to determine the effects of language-based activities in science education on middle school students’ conceptual understanding, 21st-century skills, and motivation towards learning science. The study was conducted within the framework of the embedded design, one of the mixed methods research designs. The participants consisted of 53 seventh-grade students attending a public middle school in Istanbul. The experimental and control groups were determined through random assignment, resulting in the formation of two experimental groups and one control group. Both quantitative and qualitative data collection tools were utilized during the research process. Quantitative data were collected through a two-tier concept test, a 21st-century skills scale, and a motivation toward science learning scale. Qualitative data were obtained through student journals, reflection forms, semi-structured individual interviews, and focus group interviews. During the intervention, the first experimental group received activities that integrated language-based strategies into instructional methods such as scientific storytelling, experimentation, argumentation, STEM, and educational games. The second experimental group was presented with similar instructional methods, but without the inclusion of language-based strategy components. The control group was taught using activities based on the existing science curriculum. The implementation lasted eight weeks, with four class hours per week. The quantitative data were analyzed using statistical analysis techniques, while the qualitative data were analyzed through thematic and descriptive analysis methods. The findings revealed that students exposed to language-based activities demonstrated significantly higher levels of conceptual understanding compared to the other groups. Student feedback also emphasized the supportive role of these activities in enhancing conceptual learning. Furthermore, the language-based activities were found to have a positive impact on students’ 21st-century skills, particularly in the areas of active learning, collaboration, and communication. According to student responses, improvements were also observed in self-management skills, social and emotional skills, literacy skills, and higher-order thinking skills. Additionally, language-based activities significantly enhanced students’ motivation toward learning science, especially in domains such as conducting research, performing tasks, communicating, and participating in lessons. Based on the research findings, it is recommended that language-based activities aimed at enhancing students' written and oral expression skills be systematically incorporated into curricula and textbooks, and that these activities be adapted and expanded across various science topics and grade levels. This study was supported by the TÜBİTAK 2211-A National Graduate Scholarship Program.
The effect of language-based activities in science education on middle school students’ conceptual learning 21st century skills and motivation towards learning science The aim of this study is to determine the effects of language-based activities in science education on middle school students’ conceptual understanding, 21st-century skills, and motivation towards learning science. The study was conducted within the framework of the embedded design, one of the mixed methods research designs. The participants consisted of 53 seventh-grade students attending a public middle school in Istanbul. The experimental and control groups were determined through random assignment, resulting in the formation of two experimental groups and one control group. Both quantitative and qualitative data collection tools were utilized during the research process. Quantitative data were collected through a two-tier concept test, a 21st-century skills scale, and a motivation toward science learning scale. Qualitative data were obtained through student journals, reflection forms, semi-structured individual interviews, and focus group interviews. During the intervention, the first experimental group received activities that integrated language-based strategies into instructional methods such as scientific storytelling, experimentation, argumentation, STEM, and educational games. The second experimental group was presented with similar instructional methods, but without the inclusion of language-based strategy components. The control group was taught using activities based on the existing science curriculum. The implementation lasted eight weeks, with four class hours per week. The quantitative data were analyzed using statistical analysis techniques, while the qualitative data were analyzed through thematic and descriptive analysis methods. The findings revealed that students exposed to language-based activities demonstrated significantly higher levels of conceptual understanding compared to the other groups. Student feedback also emphasized the supportive role of these activities in enhancing conceptual learning. Furthermore, the language-based activities were found to have a positive impact on students’ 21st-century skills, particularly in the areas of active learning, collaboration, and communication. According to student responses, improvements were also observed in self-management skills, social and emotional skills, literacy skills, and higher-order thinking skills. Additionally, language-based activities significantly enhanced students’ motivation toward learning science, especially in domains such as conducting research, performing tasks, communicating, and participating in lessons. Based on the research findings, it is recommended that language-based activities aimed at enhancing students' written and oral expression skills be systematically incorporated into curricula and textbooks, and that these activities be adapted and expanded across various science topics and grade levels. This study was supported by the TÜBİTAK 2211-A National Graduate Scholarship Program.