Publication: Örnek olay inceleme temelli sosyal bilgiler dersinde karar verme becerisinin geliştirilmesi bir eylem araştırması
Abstract
Bu araştırmada, örnek olay temelli öğrenme etkinlikleri ile desteklenmişsosyal bilgiler dersinde karar verme becerisini geliştirmeye yönelik uygulama yapmak ve uygulamaların etkisini irdelemek amaçlanmıştır. Bu temel amaca yönelik olarak, araştırmada aşağıdaki sorulara yanıt aranmıştır: 1. Öğrencilerin sosyal bilgiler dersi ve karar verme becerisi ile ilgili düşünceleri (algıları) araştırma öncesi ve sonrası nasıldır? 2. Örnek olay temelli etkinliklerle işlenen sosyal bilgiler dersinin öğretme-öğrenme sürecinde işlenen kazanımı edinmeye yönelik, sınıf içi iletişim ve etkinliklerin niteliği ile karar verme becerilerinin gelişimine yönelik karar formlarının niteliği nasıldır? 3. Örnek olay temelli etkinliklerle desteklenmiş karar verme becerisi geliştirmeye yönelik işlenen sosyal bilgiler dersi öğrenme sürecine ilişkin öğrencilerin ve araştırmacının görüşleri nasıldır? Çalışma, nitel araştırma yöntemlerinden eylem araştırması deseni ile yürütülmüştür. Araştırma, 4. sınıf sosyal bilgiler dersi “Üretim, Tüketim ve Dağıtım” öğrenme alanı ile “Etkin Vatandaşlık” öğrenme alanında uygulanmıştır. Araştırmanın çalışma grubunu amaçlı örnekleme yöntemiyle seçilen İzmir il merkezindeki bir devlet ilkokulunda 4. sınıfta öğrenim gören 31 öğrenci oluşturmaktadır. Araştırmanın veri toplama araçları, yapılan derslere ilişkin ses kayıtları, değerlendirme etkinlikleri, karar formları, öğretmen ve öğrenci günlükleri, öğrenci ön-son görüşmesi, odak grup görüşme formundan oluşmaktadır. Verilerin çözümlemesinde ve değerlendirilmesinde nitel veri analiz yöntemlerinden içerik analizi ve betimsel analiz kullanılmıştır. Sınıf içi iletişim kesitleri belirlenen ölçütlere, öğrenci etkinlik ürünleri ve karar formları ise oluşturulan rubriklere göre değerlendirilmiştir. Araştırma sonuçları; öğrencilerin sosyal bilgiler dersine yönelik algılarında olumlu bir değişim olduğunu ve dersin bireysel ve toplumsal katkılarına daha fazla odaklandıklarını göstermiştir. Karar verme süreçlerinde başlangıçta büyüklerinden destek almayı tercih eden öğrencilerin, süreç sonunda daha özgüvenli ve bağımsız kararlar alabildikleri tespit edilmiştir. Karar formlarına ilişkin rubrik analizleri, öğrencilerin problem tanımlama, bilgi toplama, seçenek oluşturma ve seçenekleri değerlendirme gibi becerilerinde belirgin bir gelişim gösterdiklerini ortaya koymuştur. Araştırma ayrıca, örnek olay temelli etkinliklerin öğrencilerin bilişsel gelişimlerinin yanı sıra sınıf içi iletişim ve sosyal etkileşimlerini de desteklediğini ortaya koymuştur. Öğretmen gözlemleri ve öğrenci günlükleri, etkinliklerin öğrencilerde öğrenme motivasyonunu artırdığını ve karar verme becerilerini günlük yaşama yansıtabilme kapasitesini geliştirdiğini göstermektedir.
In this study, it was aimed to make an application to develop decision-making skills in a social studies course supported by case-based learning activities and to examine the effects of the applications. In line with this main purpose, the following questions were sought in the study: 1. What are the students’ thoughts (perceptions) about the social studies course and decision-making skills before and after the study? 2. What is the quality of the decision forms for the development of decision-making skills and the quality of the in-class communication and activities aimed at acquiring the acquired outcome in the teaching-learning process of the social studies course taught with case-based activities? 3. What are the views of the students and the researcher regarding the learning process of the social studies course supported by case-based activities aimed at developing decision-making skills? The study was conducted with the action research design, one of the qualitative research methods. The research was applied in the “Production, Consumption and Distribution” learning area and “Active Citizenship” learning area of the 4th grade social studies course. The study group of the study consists of 31 students studying in the 4th grade in a state primary school in the city center of Izmir, selected by the purposeful sampling method. The data collection tools of the study consist of audio recordings of the lessons, evaluation activities, decision forms, teacher and student diaries, student pre-post interviews, and focus group interview forms. In the analysis and evaluation of the data, content analysis and descriptive analysis, which are qualitative data analysis methods, were used. In-class communication sections were evaluated according to the determined criteria, and student activity products and decision forms were evaluated according to the created rubrics. The research results showed that there was a positive change in the students’ perceptions of the social studies course and that they focused more on the individual and social contributions of the course. It was determined that the students, who preferred to receive support from their elders in the decision-making processes at the beginning, were able to make more confident and independent decisions at the end of the process. Rubric analyses regarding the decision forms revealed that the students showed a significant development in their skills such as problem definition, information gathering, generating options, and evaluating options. The research also revealed that case-based activities supported the students’ cognitive development as well as their in-class communication and social interactions. Teacher observations and student diaries show that the activities increase students’ motivation to learn and develop their capacity to reflect decision-making skills in daily life.
In this study, it was aimed to make an application to develop decision-making skills in a social studies course supported by case-based learning activities and to examine the effects of the applications. In line with this main purpose, the following questions were sought in the study: 1. What are the students’ thoughts (perceptions) about the social studies course and decision-making skills before and after the study? 2. What is the quality of the decision forms for the development of decision-making skills and the quality of the in-class communication and activities aimed at acquiring the acquired outcome in the teaching-learning process of the social studies course taught with case-based activities? 3. What are the views of the students and the researcher regarding the learning process of the social studies course supported by case-based activities aimed at developing decision-making skills? The study was conducted with the action research design, one of the qualitative research methods. The research was applied in the “Production, Consumption and Distribution” learning area and “Active Citizenship” learning area of the 4th grade social studies course. The study group of the study consists of 31 students studying in the 4th grade in a state primary school in the city center of Izmir, selected by the purposeful sampling method. The data collection tools of the study consist of audio recordings of the lessons, evaluation activities, decision forms, teacher and student diaries, student pre-post interviews, and focus group interview forms. In the analysis and evaluation of the data, content analysis and descriptive analysis, which are qualitative data analysis methods, were used. In-class communication sections were evaluated according to the determined criteria, and student activity products and decision forms were evaluated according to the created rubrics. The research results showed that there was a positive change in the students’ perceptions of the social studies course and that they focused more on the individual and social contributions of the course. It was determined that the students, who preferred to receive support from their elders in the decision-making processes at the beginning, were able to make more confident and independent decisions at the end of the process. Rubric analyses regarding the decision forms revealed that the students showed a significant development in their skills such as problem definition, information gathering, generating options, and evaluating options. The research also revealed that case-based activities supported the students’ cognitive development as well as their in-class communication and social interactions. Teacher observations and student diaries show that the activities increase students’ motivation to learn and develop their capacity to reflect decision-making skills in daily life.