Publication: Kavram karikatürleri ile desteklenen tahmin et-gözle-açıkla (TGA) yönteminin ortaokul öğrencilerinin sorgulama becerileri, bilimsel süreç becerileri ve kavram öğrenmelerine etkisi
Abstract
Bu araştırmada ilköğretim 5.sınıf öğrencilerinin kavram karikatürleri ile desteklenen tahmin et-gözle-açıkla (TGA) yönteminin ortaokul öğrencilerinin sorgulama becerileri, bilimsel süreç becerileri ve kavram öğrenmelerine etkisinin incelenmesi amaçlanmıştır. Nicel araştırma yöntemleri desenlerinden yarı deneysel desen kullanılan araştırmada aşağıdaki sorulara cevaplar aranmıştır:1.Kavram karikatürleriyle desteklenen tahmin et-gözle-açıkla(TGA) yönteminin ortaokul öğrencilerinin sorgulama becerilerine etkisi var mıdır?2.Kavram karikatürleriyle desteklenen tahmin et-gözle-açıkla(TGA) yönteminin ortaokul öğrencilerinin bilimsel süreç becerilerine etkisi var mıdır?3.Kavram karikatürleriyle desteklenen tahmin et-gözle-açıkla(TGA) yönteminin ortaokul öğrencilerinin kavram öğrenmelerine etkisi var mıdır?Bu çalışmanın çalışma grubunu 2017-2018 eğitim öğretim yılı bahar yarıyılında Şanlıurfa ili Siverek ilçesindeki bir ortaokulun 5. sınıflarında farklı üç şubede öğrenim gören öğrenciler oluşturmaktadır. İki deney grubu ve bir kontrol grubunda 21’er kişi olmak üzere toplam 63 öğrenci çalışmaya katılmıştır. Birinci deney grubuna kavram karikatürü ile desteklenen TGA yöntemi uygulanırken ikinci deney grubuna sadece TGA yöntemi uygulanarak ders işlenmiştir. Kontrol grubunda ise fen bilimleri ders programına göre ders işlenmiştir. Araştırmada veriler sorgulama becerileri ölçeği, bilimsel süreç becerileri ölçeği ve kavram öğrenme testiyle toplanmıştır.Çalışmadan elde edilen sonuçlar şu şekildedir: Sorgulama becerilerine ilişkin bulgular incelendiğinde hem kavram karikatürü destekli TGA yöntemi hem de sadece TGA yöntemi kullanılan deney gruplarının kendi içlerinde öntest-sontest puanları karşılaştırıldığında anlamlı artış görülmüştür. Buradan hareketle her iki yöntemin öğrencilerin sorgulama becerilerini geliştirdiği söylenebilir. Fen bilimleri programının uygulandığı kontrol grubunun kendi içinde öntest-sontest ortalamaları karşılaştırıldığında ise sorgulama becerilerinde bir artış gözlenmemiştir. Ancak yapılan varyans analizi sonucunda sorgulama becerilerinin gelişmesinde birinci deney grubunun diğer gruplardan, ikinci deney grubunun ise kontrol grubundan daha başarılı olduğu tespit edilmiştir.Araştırmanın uygulandığı grupların bilimsel süreç becerileri düzeyini ölçmek için uygulanan ölçeğin grupların kendi içindeki öntest-sontest puan ortalamalarına bakıldığında; kavram karikatürü ile desteklenen TGA yöntemindeki ve fen bilimleri ders programına göre ders işlenen kontrol grubundaki öğrencilerin bilimsel süreç becerilerinde olumlu yönde bir artış olmuştur. Sadece TGA yöntemi uygulanarak ders işlenen ikinci deney grubunda ise bilimsel süreç becerilerinde olumlu yönde bir artış görülmemiştir. Uygulanan bilimsel süreç becerileri ölçeğinin varyans analizi sonucuna göre deney gruplarının ve kontrol grubunun hem öntest hem sontest sonuçları birbirleriyle karşılaştırıldığında anlamlı bir artış olmadığı görülmüştür.Kavram öğrenmelerine ilişkin bulgular incelendiğinde hem her iki deney grubunun hem de kontrol grubu öğrencilerinin yapılan uygulamalar sonucunda kavram öğrenme becerilerinin olumlu yönde geliştiği görülmektedir.
In this study, it is aimed to investigate the effect of predict-observe-explain (POE) method supported by concept cartoons on 5th grade students’ inquiry skills, scientific process skills and concept learning. One of the quantitative research methods, quasi-experimental design was used and the answers to the following questions were analyzed:1)Does predict-observe-explain (POE) method supported by concept cartoons have an effect on inquiry skills of secondary school students?2)Does the predict- observe -explain (POE) method supported by concept cartoons have an impact on the scientific process skills of secondary school students?3)Does predict- observe -explain (POE) supported by concept cartoons have an effect on secondary school students' concept learning?The study group was the three different classes’ 5th grades studentsfrom a secondary school in Siverek, Şanlıurfa, Turkey. The study conducted during the spring semester of 2017-2018 academic year. A total of 63 students, 21 in each group, was participated to the study. The study consisted three different groups as two of them experimental groups, one as the control group. The lessons in the first experimental group were conducted with POE method supported by concept cartoons. The lessons in the second experimental group were conducted with only POE method. In the control group the lessons were taught by the national science curriculum. The data were collected through the inquiryskills scale, scientific process skills scale and concept learning test.The results of the study are as follows:A significant increase was observed for the results of the inquiry skills scale when the pre-testpost-test scores of the experimental groups were compared. Therefore, it can be interpreted that both methods, concept cartoon supported POE method and POE method, improved students' inquiry skills. When the pre-test / post-test scores of the control group were compared, no increase for the inquiry skills scale test was observed. According to the variance analysis results;a meaningful difference was found between the post-test scores of all groups. The post-test scores of the first experimental group in which the lessons were taught with concept cartoon supported POE method was the highest. The post-test scores of the second experimental group in which the lessons were taught with POE methodwere higher than the control group’s post-test scores.According to the pre-test and post-test results of the scientific process skills scale; a meaningful increase was seen in the scientific process skill scores of the students, both in the first experimental group, in which lessons were taught with concept cartoons supported POE method and the control group. In the second experimental group where only POE method was applied, no meaningful increase was observed for the scientific process skills. According to the variance analysis there was no significant increase when the pre-test and post-test results of the experimental and control groups were compared.When the results related to concept learning test were analyzed, it was concluded that the concept learning levelsof the students have been developed for all groups.
In this study, it is aimed to investigate the effect of predict-observe-explain (POE) method supported by concept cartoons on 5th grade students’ inquiry skills, scientific process skills and concept learning. One of the quantitative research methods, quasi-experimental design was used and the answers to the following questions were analyzed:1)Does predict-observe-explain (POE) method supported by concept cartoons have an effect on inquiry skills of secondary school students?2)Does the predict- observe -explain (POE) method supported by concept cartoons have an impact on the scientific process skills of secondary school students?3)Does predict- observe -explain (POE) supported by concept cartoons have an effect on secondary school students' concept learning?The study group was the three different classes’ 5th grades studentsfrom a secondary school in Siverek, Şanlıurfa, Turkey. The study conducted during the spring semester of 2017-2018 academic year. A total of 63 students, 21 in each group, was participated to the study. The study consisted three different groups as two of them experimental groups, one as the control group. The lessons in the first experimental group were conducted with POE method supported by concept cartoons. The lessons in the second experimental group were conducted with only POE method. In the control group the lessons were taught by the national science curriculum. The data were collected through the inquiryskills scale, scientific process skills scale and concept learning test.The results of the study are as follows:A significant increase was observed for the results of the inquiry skills scale when the pre-testpost-test scores of the experimental groups were compared. Therefore, it can be interpreted that both methods, concept cartoon supported POE method and POE method, improved students' inquiry skills. When the pre-test / post-test scores of the control group were compared, no increase for the inquiry skills scale test was observed. According to the variance analysis results;a meaningful difference was found between the post-test scores of all groups. The post-test scores of the first experimental group in which the lessons were taught with concept cartoon supported POE method was the highest. The post-test scores of the second experimental group in which the lessons were taught with POE methodwere higher than the control group’s post-test scores.According to the pre-test and post-test results of the scientific process skills scale; a meaningful increase was seen in the scientific process skill scores of the students, both in the first experimental group, in which lessons were taught with concept cartoons supported POE method and the control group. In the second experimental group where only POE method was applied, no meaningful increase was observed for the scientific process skills. According to the variance analysis there was no significant increase when the pre-test and post-test results of the experimental and control groups were compared.When the results related to concept learning test were analyzed, it was concluded that the concept learning levelsof the students have been developed for all groups.