Publication: Tasarım temelli fen eğitiminin ortaokul 7. sınıf öğrencilerinin akademik başarılarına, mühendislik bilgi düzeylerine, teknoloji algılarına ve teknolojik problem çözme becerilerine etkisi
Abstract
Tasarım temelli fen eğitimi birçok ülkenin amacı olan 21.yüzyıl becerilerine sahip bireyler yetiştirmek için gerekli olan öğretim yöntemlerinden biri olarak görülmektedir. Tasarım temelli fen eğitimi mühendislerin çalışma prensiplerini sınıf ortamına taşıyarak öğrencilerin mühendislik ve teknolojiye ait becerilerinin gelişiminde önemli rol oynamaktadır. Tasarım temelli fen eğitiminde öğrenciler problem çözme ve mühendislik tasarım sürecini harmanlamaktadırlar. Bu sayede akademik başarıları, bilimsel süreç becerileri, problem çözme becerileri ve mantıksal düşünme becerileri olumlu yönde etkilenmektedir. Bu çalışmada tasarım temelli fen eğitimi uygulamalarının ortaokul 7. sınıf öğrencilerinin Saf madde ve karışımlar, Işığın madde ile etkileşimi ve Elektrik devreleri ünitesine yönelik akademik başarılarına, mühendislik disiplini bilgi düzeyine, teknoloji algılarına ve teknolojik problem çözme becerilerine etkisinin belirlenmesi amaçlanmıştır. Araştırmanın pilot uygulaması 2018-2019 eğitim-öğretim yılında, 25 öğrencinin eğitim gördüğü bir ortaokul 7. Sınıf şubesinde, asıl uygulama ise 2019-2020 eğitim-öğretim yılında bir ortaokul 7. sınıf şubesinde gerçekleştirilmiştir. Araştırmada gömülü deneysel karma yöntem kullanılmıştır. Yöntemin nicel boyutunda yarı deneysel desen, nitel boyutunda ise durum çalışması gerçekleştirilmiştir. Araştırmada deney grubu 24 kontrol grubu 23 olmak üzere toplam 47 öğrenci yer almıştır. Nitel çalışma grubunu deney grubundan amaçlı örnekleme ile seçilen akademik başarıları farklı düzeyde olan üç öğrenci oluşturmuştur. Kontrol grubunda dersler araştırma sorgulamaya dayalı MEB fen bilimleri ders kitabı takip edilerek işlenmiş deney grubunda ise Saf madde ve Karışımlar, Işığın Madde ile Etkileşimi ve Elektrik Devreleri ünitelerini kapsayacak şekilde üç tasarım temelli fen eğitimi modülü çerçevesinde yürütülmüştür. Araştırmanın uygulama süreci 15 hafta sürmüştür. Karma yöntem araştırmasına uygun olacak şekilde nicel ve nitel verilerin bir arada kullanıldığı bu araştırmada; veri toplama aracı olarak, nicel veriler için araştırma kapsamında Saf Madde ve Karışımlar, Işığın Madde ile Etkileşimi ve Elektrik Devreleri ünitelerine yönelik geliştirilen akademik başarı testi ve Ercan ve Şahin (2014) tarafından geliştirilen mühendislik disiplini bilgi formu, nitel veriler için araştırmacı tarafından geliştirilen teknolojik problem çözme becerileri testi ve teknoloji algı testi kullanılmıştır. Araştırma kapsamında elde edilen nicel verilerin çözümlenmesi SPSS paket kullanılarak analiz edilmiştir. Nitel verilerin çözümlenmesinde içerik analizi kullanılmıştır. Araştırmanın nicel verilerinin çözümlenmesi ile elde edilen bulgular doğrultusunda tasarım temelli fen eğitiminin öğrencilerin Saf Madde ve Karışımlar, Işığın Madde ile Etkileşimi ve Elektrik Devreleri ünitelerine yönelik akademik başarılarının ve mühendisliğe yönelik bilgi düzeylerinin gelişiminde araştırma sorgulamaya dayalı öğretimden daha etkili olduğu sonucuna ulaşılmıştır. Araştırmanın nitel veri kaynakları arasında yer alan teknolojik problem çözme becerileri testinden elde edilen bulgular doğrultusunda ise tasarım temelli fen eğitiminin öğrencilerin teknolojik problem çözme becerilerine olumlu katkı sağladığı sonucuna ulaşılmıştır. Bir başka nitel veri kaynağı olan teknoloji algı testine göre son testte öğrencilerin teknoloji tanımlamalarında teknolojinin doğasına ait daha fazla boyuta yer verdikleri, teknolojiyi sadece bir ürün olarak görmedikleri teknoloji kavramına uygulama öncesine göre daha geniş açıdan bakabildikleri sonucuna varılmıştır. Ayrıca elde edilen sonuçlar ışığında araştırmacılara ve uygulayıcılara yönelik önerilerde bulunulmuştur.
Design-based science education is seen as one of the necessary educations to raise individuals with 21st century skills, which is the aim of many countries. Design-based science education plays an important role in the development of students'engineering and technology skills by bringing the working principles of engineers to the classroom environment. In design-based science education, students blend the problem solving and engineering design process. In this way, their academic achievements, scientific process skills, problem solving skills and logical thinking skills are positively affected. In this study, design-based science education applications were evaluated on the academic achievements, engineering discipline knowledge level, technology perceptions of primary school 7th grade students on Pure substances and mixtures, Interaction of light with matter and Electric Circuits. It was aimed to determine the effect of technological problem solving skills. The pilot application of the research was carried out in the 7th grade branch of a secondary school where 25 students were educated in the 2018-2019 academic year, and the actual application was carried out in a secondary school 7th grade branch in the 2019-2020 academic year. Embedded experimental mixed method was used in the research. A quasi-experimental design was used in the quantitative dimension of the method, and a case study was carried out in the qualitative dimension. A total of 47 students, 24 in the experimental group and 23 in the control group, took part in the study. The qualitative study group consisted of three students with different academic achievements selected by purposive sampling from the experimental group. In the control group, the lessons were taught by following the research-inquiry-based MEB science textbook, while in the experimental group, three design-based science education modules covering the units Pure substances and mixtures, Interaction of light with matter and Electric Circuits carried out within the framework of The implementation process of the research lasted for 15 weeks. In this research, in which quantitative and qualitative data were used together in accordance with the mixed method research, as a data collection tool, for the quantitative data, Pure substances and mixtures, Interaction of light with matter and Electric Circuits units were used. The academic achievement test developed by Ercan and Şahin (2014) and the engineering discipline information form developed by Ercan and Şahin (2014), the technological problem-solving skills test developed by the researcher for qualitative data, and the technology perception questionnaire were used. The analysis of the quantitative data obtained within the scope of the research was analyzed using the SPSS package program. Content analysis was used to analyze qualitetive data. In line with the findings obtained by analyzing the quantitetive data of the research, research on the development of students'academic achievements and engineering knowledge levels in the units of Pure substances and mixtures, Interaction of light with matter and Electric Circuits in design-based science education. It has been concluded that inquiry-based teaching is more effective than instruction. In line with the findings obtained from the technological problem-solving skills test, which is among the qualitetive data sources of the research, it was concluded that students contributed positively to their technological problem-solving skills. According to the technology perception survey, which is another qualitetive data source, it was concluded that the students included more dimensions of the nature of technology in their definitions of technology, they did not see technology as just a product, they could look at the concept of technology from a wider perspective than before the application. In addition, in the light of the results obtained, suggestions were made for researchers and practitioners.
Design-based science education is seen as one of the necessary educations to raise individuals with 21st century skills, which is the aim of many countries. Design-based science education plays an important role in the development of students'engineering and technology skills by bringing the working principles of engineers to the classroom environment. In design-based science education, students blend the problem solving and engineering design process. In this way, their academic achievements, scientific process skills, problem solving skills and logical thinking skills are positively affected. In this study, design-based science education applications were evaluated on the academic achievements, engineering discipline knowledge level, technology perceptions of primary school 7th grade students on Pure substances and mixtures, Interaction of light with matter and Electric Circuits. It was aimed to determine the effect of technological problem solving skills. The pilot application of the research was carried out in the 7th grade branch of a secondary school where 25 students were educated in the 2018-2019 academic year, and the actual application was carried out in a secondary school 7th grade branch in the 2019-2020 academic year. Embedded experimental mixed method was used in the research. A quasi-experimental design was used in the quantitative dimension of the method, and a case study was carried out in the qualitative dimension. A total of 47 students, 24 in the experimental group and 23 in the control group, took part in the study. The qualitative study group consisted of three students with different academic achievements selected by purposive sampling from the experimental group. In the control group, the lessons were taught by following the research-inquiry-based MEB science textbook, while in the experimental group, three design-based science education modules covering the units Pure substances and mixtures, Interaction of light with matter and Electric Circuits carried out within the framework of The implementation process of the research lasted for 15 weeks. In this research, in which quantitative and qualitative data were used together in accordance with the mixed method research, as a data collection tool, for the quantitative data, Pure substances and mixtures, Interaction of light with matter and Electric Circuits units were used. The academic achievement test developed by Ercan and Şahin (2014) and the engineering discipline information form developed by Ercan and Şahin (2014), the technological problem-solving skills test developed by the researcher for qualitative data, and the technology perception questionnaire were used. The analysis of the quantitative data obtained within the scope of the research was analyzed using the SPSS package program. Content analysis was used to analyze qualitetive data. In line with the findings obtained by analyzing the quantitetive data of the research, research on the development of students'academic achievements and engineering knowledge levels in the units of Pure substances and mixtures, Interaction of light with matter and Electric Circuits in design-based science education. It has been concluded that inquiry-based teaching is more effective than instruction. In line with the findings obtained from the technological problem-solving skills test, which is among the qualitetive data sources of the research, it was concluded that students contributed positively to their technological problem-solving skills. According to the technology perception survey, which is another qualitetive data source, it was concluded that the students included more dimensions of the nature of technology in their definitions of technology, they did not see technology as just a product, they could look at the concept of technology from a wider perspective than before the application. In addition, in the light of the results obtained, suggestions were made for researchers and practitioners.
Description
Keywords
Design, Design Based Science Education, Engineering Design Process, Fen, Fen Eğitimi, Karma Yöntem Araştırması, Mixed Method Research, Mühendislik Tasarım Süreci, Öğrenim ve öğretim, Problem Çözme, Problem Solving, Science, Science Education, Study and teaching, Tasarım, Tasarım Temelli Fen Eğitimi, Technology, Teknoloji