Publication: İlkokul 3.sınıf hayat bilgisi dersinde sosyal beceri eğitim programının etkisinin sınanması: bir eylem araştırması
Abstract
Araştırmanın amacı, “İlkokul 3. sınıf Hayat Bilgisi Dersi’nde uygulanan Sosyal Beceri Eğitim SOBEP) planlamak, uygulamak ve uygulamanın etkililiğini sınamak ve sosyal problem çözme becerisine katkı sağlamak” tır. Bu amaca yönelik olarak aşağıdaki sorulara yanıt aranmıştır: 1.Öğrencilerin sosyal problem çözme davranışları araştırma öncesi ve sonrası nasıldır? 2.SOBEP’e ilişkin sınıf içi uygulamaların etkililiği nasıldır? 3.Öğrencilerin uygulamalı olarak SOBEP’de yer alan becerilerin öğrenilmesiyle ilgili deneyimleri nelerdir? 4.Gerçekleştirilen SOBEP’e yönelik uygulamalarda yaşanan sorunlar ve çözüm önerileri nelerdir? Bu çalışma, nitel araştırma yöntemlerinden biri olan ve mevcut durum içerisinde yeni bir uygulama yapılarak etkilerini süreç içerisinde gözlemlemeye imkân sağlayan “Eylem Araştırması” olarak modellenmiştir. Araştırmanın çalışma grubu, 2014/ 2015 eğitim öğretim yılında bir devlet okulunun 3. sınıfında okuyan 21 öğrenci ve 1 sınıf öğretmeni olarak belirlenmiştir. Araştırmanın uygulaması 18 Mart- 22 Nisan 2015 tarihleri arasındaki 6 haftalık zaman diliminde yapılmıştır. Çalışmada veri toplama aracı olarak; önalgı/ sonalgı ve algıda kalıcılık anketi, SOBEP programında yer alan öğrenci ürünleri, öğretmen günlüğü ve araştırmacı gözlem notu kullanılmıştır. Elde edilen veriler içerik analizi yöntemiyle çözümlenerek ve ilgili araştırma sorusuna bağlı kalarak belirli kategoriler altında toplanmıştır. Araştırma bulguları incelendiğinde SOBEP’in öğrencilerin araştırma öncesinde problem yaşadıkları sosyal becerilere yönelik davranışlarında ve buna bağlı olarak sosyal problem çözme becerilerinde etkili olduğu belirlenmiştir. 11 beceriyi kapsayan SOBEP, ilgili tüm becerilerde katkı sunmakla birlikte en çok iltifat etme ve hayır diyebilme becerilerinde, en az da karşısındakinin duygularını anlama becerisinde etkili olduğu görülmüştür. Ayrıca uygulama süreci içerisinde hem uygulayıcı olan sınıf öğretmeninin hem de gözlemci olan araştırmacının karşılaştığı sorunlara geliştirilen eylem planları ile çözüm aranmıştır. Grubun ilgi ve ihtiyaçlarına uygun olarak hazırlanan bu tür eğitim programları ile öğretmene kaynak sağlanabilir ve öğrenciler keyifli zaman geçirerek sosyal beceri öğrenme sürecini daha verimli geçirebilirler. Hayat Bilgisi, sosyal beceri, sosyal beceri eğitim sosyal problem çözme, eylem araştırması.
The purpose of this study is to plan, implement, and test the efficiency of the implementation of the “Social Skills Education Program (SSEP)” as part of the primary school 3rd grade Life Studies course and to contribute to social problem-solving skills via this program. To this end, the questions below were tried to be answered: 1.What were the students’ social problem-solving behaviors like before and after the study? 2.How efficient are the in-class practices associated with SSEP? 3.What are the students’ experiences in relation to the practical learning of the skills included in SSEP? 4.What are the problems encountered during the implementation of SSEP and relevant solution recommendations? This is an action research, which is a qualitative research method a that allows conducting a new practice within a current situation and observing its influences throughout the process. The study group included 21 students studying in the 3rd grade and one primary school teacher working at a public school during the 2014-2015 academic year. The implementation process of the study covered six weeks from 18 March to 22 April 2015. The data collection tools of the study are pre-perception, post-perception, and permanency in perception surveys, student products of SSEP, teacher’s diary, and researcher’s observation notes. The data were analyzed via content analysis. Based on the relevant research questions, the data were categorized under certain titles. In the end, the program was seen to be influential on the students’ behaviors concerning social skills and their social problem-solving skills associated with such behaviors about which they had some problems prior to the study. Including 11 skills, SSEP made positive contributions to all of the skills. It was most influential on the skills of complimenting and saying no and least influential on understanding others’ feelings. Both the implementing primary school teacher and the researcher, who was also the observer, sought solutions to the problems encountered during the process via action plans. These kinds of education programs prepared in accordance with the group’s interests and needs may provide teachers with resources, allow students to have fun, and make the social skills learning process more productive. Key Words: Life studies, social skills, social skills education program, social problem-solving, action research.
The purpose of this study is to plan, implement, and test the efficiency of the implementation of the “Social Skills Education Program (SSEP)” as part of the primary school 3rd grade Life Studies course and to contribute to social problem-solving skills via this program. To this end, the questions below were tried to be answered: 1.What were the students’ social problem-solving behaviors like before and after the study? 2.How efficient are the in-class practices associated with SSEP? 3.What are the students’ experiences in relation to the practical learning of the skills included in SSEP? 4.What are the problems encountered during the implementation of SSEP and relevant solution recommendations? This is an action research, which is a qualitative research method a that allows conducting a new practice within a current situation and observing its influences throughout the process. The study group included 21 students studying in the 3rd grade and one primary school teacher working at a public school during the 2014-2015 academic year. The implementation process of the study covered six weeks from 18 March to 22 April 2015. The data collection tools of the study are pre-perception, post-perception, and permanency in perception surveys, student products of SSEP, teacher’s diary, and researcher’s observation notes. The data were analyzed via content analysis. Based on the relevant research questions, the data were categorized under certain titles. In the end, the program was seen to be influential on the students’ behaviors concerning social skills and their social problem-solving skills associated with such behaviors about which they had some problems prior to the study. Including 11 skills, SSEP made positive contributions to all of the skills. It was most influential on the skills of complimenting and saying no and least influential on understanding others’ feelings. Both the implementing primary school teacher and the researcher, who was also the observer, sought solutions to the problems encountered during the process via action plans. These kinds of education programs prepared in accordance with the group’s interests and needs may provide teachers with resources, allow students to have fun, and make the social skills learning process more productive. Key Words: Life studies, social skills, social skills education program, social problem-solving, action research.