Publication: 6. sınıf fen bilgisi dersinde çoklu zeka kuramının akademik başarıya etkisi
Abstract
Bu araştırmada Çoklu Zeka Kuramının fen bilgisi öğretimindeki yansımaları araştırılmıştır. Araştırmada kurama uygun olarak işlenen fen bilgisi dersinin öğrencinin akademik başarısında ve derse karşı tutumunda cinsiyete göre değişen anlamlı bir fark yaratıp yaratmadığı incelenmiştir. Aynı zamanda ders içi aktivitelerin, öğrenci zihnindeki bilim anlayışını değiştirdiği de aşikardır. Bu düşünceyle öğrencinin bilim ile ilgili ön bilgileri tespit edilmiştir. Araştırma , 2002-2003 eğitim - öğretim yılında İstanbul ilinde Güngören ilçesi 'ne bağlı Güngören 75. Yıl İlköğretim Okulu'nun 6-B ve 6-D sınıflarındaki 70 öğrenci ile fen bilgisi dersinde gerçekleştirilmiştir. Çalışmanın konusunu Yaşamımızı Yönlendiren Elektrik oluşturmaktadır. Araştırma deney-kontrol gruplu ön test son test modeli uygulanarak gerçekleştirilmiştir. Gruplar modele uygun olarak biri deney diğeri kontrol grubu olarak belirlenmiştir. Kontrol grubuna geleneksel yöntem ile ders işlenirken, deney grubuna uygulama başlamadan önce Çoklu Zeka Kuramına uygun sınıf içi öğrenci profillerini belirleme çalışmalarından sonra, zengin içerikli kurama dayalı öğretim metotları uygulanmıştır. Ayrıca deney grubuyla bilim olgusunun tespiti için sınıf içi aktiviteler ve okul geneline örnek teşkil eden çalışmalar yapılmıştır. Veriler nitel ve nicel yöntemler kullanılarak iki kısımda derlenmiştir. Nicel kısımda bilgi başarı testi ve tutum ölçeği araştırmanın modeline uygun olarak ön test- son test şeklinde iki kez uygulamıştır. Elde edilen test sonuçları bilgisayar ortamında (SPSS/ PC) değerlendirilmiştir. Araştırmanın nitel kısmında öğrencilerin bilim anlayışına yönelik düşünceleri tespit edilmiştir. Veriler doküman analizi yoluyla değerlendirilmiştir. Dökümanlar uzman kişilerle belirlenen öğrencilere yönelik kompozisyon cümleleri , anket ve resim çalışması olarak üç şekilde oluşturulmuştur. Aynı zamanda uygulama süresince derse karşı öğrenci tutumlarının seyrini takip etmek ve fen bilgisi dersine yönelik düşüncelerini öğrenmek amacıyla, öğrenciler tarafından yazılan kompozisyonlar, isimsiz sınıfa mektuplar ve öğrenci günlükleri gibi yazılı faaliyetlere yer verilmiş ve bu faaliyetlerde elede edilen dökümanlar araştırmacı tarafından değerlendirilmiştir. Araştırma 24 ders saati sürmüştür. Araştırmada elde edilen bulgular şunlardır: ·Çoklu Zeka Kuramına uygun olarak işlenen fen bilgisi dersi, geleneksel yöntemlerle işlenen derse göre öğrenci başarısında anlamlı bir fark oluşturmuştur. · Çoklu Zeka Kuramına uygun olarak işlenen fen bilgisi dersinin öğrenci tutumu üzerinde olumlu değişme gösterdiği tespit edilmiştir. ·Çoklu zeka kuramına uygun anlatılan dersin akademik başarıya etkisinde cinsiyet faktörünün etkili olmadığı görülmüştür. ·Çoklu Zeka Kuramı'nın, bilim anlayışının tespit edilmesinde ve uygulamalar sonunda bilim anlayışının geliştirilmesinde etkili olduğu görülmüştür. Araştırma sonunda bulgular ışığında önerilerde bulunulmuştur.
Reflections of Multiple Intelligence Theory in Science Course teaching is researched in this study. In this study whether the science courses given in compliance with the theory has significant effects on the students' academic achievement and attitudes towards the course on the basis of sex variable was analyzed. It is also obvious that students' activities in the course change the science understandings in students' minds. With regard to this claim, the pre-knowledge of the students about science was determined and the science understanding that they developed at the end of the application was examined. Research participants were 70 students in science courses of 6-B and 6-D classes of Güngören 75th Year Primary School in Güngören district of Istanbul in 2002-2003 education year. The subject of the research was Electricity Governing Our Lives. The research was carried out in pre-post tests with survey-control group design. Groups were assigned as experimental group and control group according to this model. Traditional techniques were applied in the control group. Following the determination of student profiles (in-class) in compliance with Multiple Intelligence Theory, teaching methods based on the enriched content theory were applied to the experimental group. Classroom activities in order for the determination of the science phenomenon and the additional works which constituted an example for the school in general were done with experimental group. Data were collected in by means of qualitative and quantitative menthods. In quantitative part, the science achievement test and attitude measure were administered in compliance with the Research model. Data gathered in pre-test and post-test results were evaluated in computer environment (SPSS/ PC). In the qualitative part, the students' thoughts with regard to their science understanding were examined. The data were evaluated with document analysis technique. Documents about students were formed in three forms as composition statements, questionairres and pictures. The compositions formed by students, unsigned letters to the class and the students' diaries were evaluated by the researcher through the whole period of the research in order to monitor the students' attitudes towards the course and understand their thoughts with regard to the science course. Research findings were as; ·The science course given in accordance with Multiple Intelligence Theory formed a significant difference in student achievement as compared to the one given with traditional methods. ·The science course given in accordance with Multiple Intelligence Theory had a positive effect on the students' attitudes towards science. ·It was seen that the sex variable is not effective with regard to the effect of the science course given in accordance with the Multiple Intelligence Teory on academic achievement. ·It was determined that the Multiple Intelligence Theory is effective in the determination and the development of science understanding. Some suggestions were developed and listed under the light of the findings.
Reflections of Multiple Intelligence Theory in Science Course teaching is researched in this study. In this study whether the science courses given in compliance with the theory has significant effects on the students' academic achievement and attitudes towards the course on the basis of sex variable was analyzed. It is also obvious that students' activities in the course change the science understandings in students' minds. With regard to this claim, the pre-knowledge of the students about science was determined and the science understanding that they developed at the end of the application was examined. Research participants were 70 students in science courses of 6-B and 6-D classes of Güngören 75th Year Primary School in Güngören district of Istanbul in 2002-2003 education year. The subject of the research was Electricity Governing Our Lives. The research was carried out in pre-post tests with survey-control group design. Groups were assigned as experimental group and control group according to this model. Traditional techniques were applied in the control group. Following the determination of student profiles (in-class) in compliance with Multiple Intelligence Theory, teaching methods based on the enriched content theory were applied to the experimental group. Classroom activities in order for the determination of the science phenomenon and the additional works which constituted an example for the school in general were done with experimental group. Data were collected in by means of qualitative and quantitative menthods. In quantitative part, the science achievement test and attitude measure were administered in compliance with the Research model. Data gathered in pre-test and post-test results were evaluated in computer environment (SPSS/ PC). In the qualitative part, the students' thoughts with regard to their science understanding were examined. The data were evaluated with document analysis technique. Documents about students were formed in three forms as composition statements, questionairres and pictures. The compositions formed by students, unsigned letters to the class and the students' diaries were evaluated by the researcher through the whole period of the research in order to monitor the students' attitudes towards the course and understand their thoughts with regard to the science course. Research findings were as; ·The science course given in accordance with Multiple Intelligence Theory formed a significant difference in student achievement as compared to the one given with traditional methods. ·The science course given in accordance with Multiple Intelligence Theory had a positive effect on the students' attitudes towards science. ·It was seen that the sex variable is not effective with regard to the effect of the science course given in accordance with the Multiple Intelligence Teory on academic achievement. ·It was determined that the Multiple Intelligence Theory is effective in the determination and the development of science understanding. Some suggestions were developed and listed under the light of the findings.