Publication: 3 boyutlu üretim araçları ile geliştirilen tasarımların 7. sınıf öğrencilerinin uzamsal becerilerine, malzeme bilgilerine, mühendislik tasarım süreçlerine ve akademik başarılarına etkisi
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2024
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Mühendislik tasarım süreci; temel bilimlerde (matematik, fizik, kimya ve biyoloji vb.) edinilen teorik bilgilerin özümsenmesi ile başlayan, teknoloji ve teknolojik cihazları kullanarak gerçek dünyada karşılaşılan problemlere çözüm üretme şeklinde devam eden bir süreçtir. Mühendislik tasarım süreçlerinde ilk olarak matematik ve fen alanlarında edinilen bilgiler ile problemlerin ideal koşullarda analitik yollar ile çözümleri elde edilir. Bu durum ilk olarak mühendislikte tasarımın önemini vurgular (tasarım aşaması). İkinci olarak tasarlanan cihaz veya sistemler farklı üretim süreçlerinden (imalat, şekil verme, yazılım vb.) faydalanarak gerçekleştirilir (üretim). Son olarak elde edilen çözümlerin geçerliliği deney ve gözlemler yardımı ile test edilir (kontrol). Bu süreçte karşılaşılan problemler ve hatalar yeniden değerlendirilerek tasarımlar sürekli güncellenir. Böylece çeşitli yaşamsal problemlerin çözümüne ulaşılır. Bu kapsamda mühendislik alanında teorik bilgilerin özümsenmesi, deneme yanılma süreçlerinde doğru yorum yapma, ürünleri oluştururken ise içerik bilgisi, doğru malzeme seçme ve 3 boyutlu uzamsal düşünebilme becerisi büyük önem taşımaktadır. Bu araştırmanın temel amacı 3 boyutlu üretim araçları kullanılarak gerçekleştirilen tasarım odaklı fen etkinliklerinin 7. sınıf öğrencilerinin uzamsal becerilerine, malzeme bilgilerine, mühendislik tasarım süreçlerine ve Saf Madde ve Karışımlar konusundaki akademik başarılarına etkisini araştırmaktır. Öğrencilerin uygulama öncesinde ve sonrasında uzamsal becerilerinin, mühendislik odaklı malzeme bilgilerinin ve akademik başarılarının kullanılan öğrenme yaklaşımlarına göre anlamlı farklılık gösterip göstermediği incelenmiştir. Öğrencilerin uygulama süresince doldurdukları 3 Boyutlu Tasarım ve Fen Etkinlikleri Kitapçığı ile mühendislik tasarım süreçlerindeki gelişimleri incelenmiştir. Çalışma 7. sınıfların bilim uygulamaları seçmeli dersinde gerçekleştirilmiş 22 ders saati ile sınırlandırılmıştır. Deney grubunda dersler uzaktan öğretim ve 3 boyutlu üretim araçları kullanılarak tasarım odaklı etkinlikle; kontrol grubunda dersler uzaktan öğretim ve MEB ders kitabı izlenerek yürütülmüştür. Araştırmada nitel ve nicel araştırma yöntemlerinin bir arada kullanıldığı karma model uygulanmıştır. Araştırmanın nicel boyutunda Uzamsal Beceri Testi, Malzeme Bilgisi Testi ve Akademik Başarı Testi; nitel boyutunda 3 Boyutlu Tasarım ve Fen Etkinlikleri Kitapçığı kullanılmıştır. Nicel boyuttaki verilerin analizinde betimsel istatistikler kullanılarak yarı deneysel desene ait araştırma verileri; nitel boyuttaki verilerin analizinde içerik analizi yöntemi kullanılmıştır. Çalışma sonucunda elde edilen veriler belirtilen tekniklerle analiz edilerek verilerin değerlendirmesi yapılmıştır. Araştırma sonuçlarına göre uygulanan yöntem deney ve kontrol grupları son testleri karşılaştırıldığında deney grubunda yer alan öğrencilerin, malzeme bilgisine ve uzamsal becerinin gelişimine anlamlı düzeyde olumlu yönde etki gösterdiği görülmüştür. Deney ve kontrol grupları son testlerinin Saf Madde ve Karışımlar konusuna yönelik akademik başarı testi açısından karşılaştırılmasında ise anlamlı farklılık tespit edilememiştir.
Engineering design process; It is a process that starts with the assimilation of theoretical knowledge acquired in basic sciences (mathematics, physics, chemistry and biology, etc.) and continues in the form of producing solutions to problems encountered in the real world by using technology and technological devices. In engineering design processes, firstly, analytical solutions of problems under ideal conditions are obtained with the knowledge acquired in the fields of mathematics and science. This firstly emphasises the importance of design in engineering (design phase). Secondly, the designed devices or systems are realised by using different production processes (manufacturing, shaping, software etc.) (production). Finally, the validity of the obtained solutions is tested with the help of experiments and observations (control). Problems and errors encountered in this process are re-evaluated and designs are constantly updated. Thus, solutions to various vital problems are reached. For this reason, the ability to assimilate theoretical knowledge in the field of engineering, to make correct interpretations in trial and error processes, to choose the right materials when creating products and to think in 3D spatial thinking are of great importance. The main purpose of this study is to investigate the effects of design-oriented science activities using 3D production tools on 7th grade students’ spatial skills, material knowledge, engineering design processes and academic achievement in Pure Matter and Mixtures. It was analysed whether the students’ spatial skills, engineering-oriented material knowledge and academic achievement before and after the application differed significantly according to the learning approaches used. The development of students’ engineering design processes was analysed with the 3D Design and Science Activities Textbook that they filled out during the application. The study was limited to 22 lesson hours in the 7th grade science applications elective course. In the experimental group, the lessons were carried out with design-oriented activities using 3D production tools; in the control group, the lessons were carried out as recommended in the MoNE textbook. In the study, a mixed model in which qualitative and quantitative research methods were used together was applied. Spatial Skills Test, Material Knowledge Test and Academic Achievement Test were used in the quantitative dimension of the study; 3D Design and Science Activities Textbook was used in the qualitative dimension. Descriptive statistics were used to analyse the quantitative data and content analysis method was used to analyse the qualitative data. The data obtained as a result of the study was analysed with the specified techniques and the evaluation of the data was made. According to the results of the research, it was seen that the method applied had a positive effect on the academic achievement of the students in the experimental group towards the unit of Pure Matter and Mixtures, Material knowledge and the development of Spatial skills.
Engineering design process; It is a process that starts with the assimilation of theoretical knowledge acquired in basic sciences (mathematics, physics, chemistry and biology, etc.) and continues in the form of producing solutions to problems encountered in the real world by using technology and technological devices. In engineering design processes, firstly, analytical solutions of problems under ideal conditions are obtained with the knowledge acquired in the fields of mathematics and science. This firstly emphasises the importance of design in engineering (design phase). Secondly, the designed devices or systems are realised by using different production processes (manufacturing, shaping, software etc.) (production). Finally, the validity of the obtained solutions is tested with the help of experiments and observations (control). Problems and errors encountered in this process are re-evaluated and designs are constantly updated. Thus, solutions to various vital problems are reached. For this reason, the ability to assimilate theoretical knowledge in the field of engineering, to make correct interpretations in trial and error processes, to choose the right materials when creating products and to think in 3D spatial thinking are of great importance. The main purpose of this study is to investigate the effects of design-oriented science activities using 3D production tools on 7th grade students’ spatial skills, material knowledge, engineering design processes and academic achievement in Pure Matter and Mixtures. It was analysed whether the students’ spatial skills, engineering-oriented material knowledge and academic achievement before and after the application differed significantly according to the learning approaches used. The development of students’ engineering design processes was analysed with the 3D Design and Science Activities Textbook that they filled out during the application. The study was limited to 22 lesson hours in the 7th grade science applications elective course. In the experimental group, the lessons were carried out with design-oriented activities using 3D production tools; in the control group, the lessons were carried out as recommended in the MoNE textbook. In the study, a mixed model in which qualitative and quantitative research methods were used together was applied. Spatial Skills Test, Material Knowledge Test and Academic Achievement Test were used in the quantitative dimension of the study; 3D Design and Science Activities Textbook was used in the qualitative dimension. Descriptive statistics were used to analyse the quantitative data and content analysis method was used to analyse the qualitative data. The data obtained as a result of the study was analysed with the specified techniques and the evaluation of the data was made. According to the results of the research, it was seen that the method applied had a positive effect on the academic achievement of the students in the experimental group towards the unit of Pure Matter and Mixtures, Material knowledge and the development of Spatial skills.
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Tasarım, mühendislik tasarımı, mühendislik tasarım süreci, tasarım odaklı öğrenme, 3 boyutlu yazıcı, 3 boyutlu kalem yazıcı, uzamsal beceriler, malzeme bilgisi Design, engineering design, engineering design process, design-oriented learning, 3d printer, 3d pen printer, spatial skills, material knowledge