Publication: İlköğretimde çevre eğitimi için yöntem geliştirme
Abstract
İLKÖĞRETİMDE ÇEVRE EĞİTİMİ İÇİN YÖNTEM GELİŞTİRME Bu araştırmanın amacı yeni bir öğretim yöntemi ile ilköğretim öğrencilerine etkin bir çevre eğitimi vermektir. Yeni yöntem öğrencinin Bilisel Gelişim Özellikleri ve Çoklu Zekâ kuramına göre hazırlanmıştır. Yeni yöntem öğrencinin tamamen aktif olduğu yöntemlerden oluşmuş bileşik bir yöntemdir. Bu yöntemle öğrencinin kendi yaşantısı yoluyla görerek, duyarak ve yaşayarak öğrenmesi amaçlanmıştır. Çalışma başlangıcında eğitim, öğretim ve öğrenme ile ilgili bilgiler incelendikten sonra çevre eğitim süreci analiz edilmiştir. İlköğretim çevre eğitiminde uygulanan yöntemler literatür taraması ile tespit edildikten sonra Atatürk ilköğretim okulunun 5B sınıfında Fen Bilgisi dersinde Çevre konularının işlenişi gözlemlenmiştir. Önçalışma bulgularına göre çevre ve çevre ile ilgili konulara karşı öğrencilerin ilgi ve duyarlılıkları zayıftır. Aynı zamanda bu konudaki bilgileri de yeterli değildir. Bu problemin ana sebeplerinden birinin kullanılan yöntemler olduğu düşünülmektedir. Çünkü öğretmenler düz anlatım yöntemi başta olmak üzere klasik yöntemleri tercih etmektedirler. Atatürk İlköğretim Okulu 5B sınıfında klasik yöntemlerle ders işlenirken, Fatih İlköğretim Okulu 5A sınıfında yeni yöntem uygulandı. Ders sonunda öğrencilere 10 soruluk bir test uygulandı. İki bölümden oluşan testin ilk bölümünde(1. – 5. sorular) konular sınıf öğretmenleri tarafından işlendi. Atatürk İlköğretim Okulunda herhangi bir araç kullanılmadan klasik yöntemlerle ders işlenirken, Fatih İlköğretim Okulunda görsel-işitsel araçlarla birlikte klasik yöntemler kullanıldı. Testin ikinci bölümündeki sorular Atatürk İlköğretimde kendi öğretmenleri tarafından sadece klasik yöntemlerle, Fatih ilköğretim Okulunda ise yeni yöntemle araştırmacı tarafından işlenen konuları kapsamaktadır. Araştırma sonuçlarına göre testin birinci bölümünde görsel-işitsel araçlarla birlikte klasik yöntemlerin kullanıldığı sınıfın başarısı, sadece klasik yöntemlerin kullanıldığı sınıftan yüksektir. Ayrıca ikinci bölümde yeni yöntem uygulanan öğrenciler, klasik yöntemlerle eğitilen öğrencilerden daha başarılıdırlar. Amacı öğrencilerin kendi yaşantıları yoluyla görerek, duyarak ve yaparak öğrenmesi olan yeni yöntemin daha etkili olduğu görülmüştür. İlköğretimde çevre ile ilgili konuların öğretilmesinde öğrenciyi aktif kılan yeni yöntemin kullanılması önerilmiştir.
TO PLAN A METHOD FOR ECOLOGY INSTRUCTION AT PRIMARY SCHOOL The main purpose of this study is to enable the students of primary schools to acquire an effective ecology instruction with a new method. The new method is prepared according to the characteristic properties of cognitive development and Multiple Intellegence-MI Theory.The new method is a compound method which is formed with methods the students are active learners. The aim of this method to provide that the students learn with his own way of life by seeing, hearing and doing. At the beginning of the study, the information about education, instruction and learning were studied in detail. Then the process of ecology instruction was checked. After the determination of the methods in ecology instruction at primary school by the researcher with regard to related literature, the science courses at Atatürk Primary School 5B class. According to the results of pre- study; student sensitivity toward environment and environmental issues are not high. Also their knowledge about environment issues is not enough. The methods in ecology instruction are thought one of the main problems because the teachers prefer traditional methods especially didactic method. While the students at Atatürk Primary School 5B class were taught with traditional methods the researcher prepared whole lessons using the new method at Fatih Primary 5A class. At the end of the lessons, the students were tested with a test which has two sections. In the first section of the test (1st – 5th questions) students were asked about the topics which were taught by their own teacher. The teacher of Atatürk Primary School 5B class prepared the lesson using traditional methods with some audio – visual equipment. At the second section of the test (6th – 10th questions) were related with the topics which were taught with traditional methods at Atatürk Primary School by their own teacher, while the researcher applied the new method at Fatih Primary School. According to the results of this study; in the first section of the test the success of the students which were taught with traditional methods with audio-visual equipments is higher than the students which were taught with traditional methods without equipment. Furthermore at the second section the students that were taught with the new method were more successful than the students whose teacher applied traditional methods. It is showed that the new method whose aim is to provide that the students learn with their own way of life by seeing, hearing and doing is more effective. Accordingly, it is suggested that the environmental issues at primary schools should be designed with the new method. Key Word: effective ecology, the characteristic properties of cognitive development, Multiple Intellegence-MI Theory, a compound new method, learning with his own way of life
TO PLAN A METHOD FOR ECOLOGY INSTRUCTION AT PRIMARY SCHOOL The main purpose of this study is to enable the students of primary schools to acquire an effective ecology instruction with a new method. The new method is prepared according to the characteristic properties of cognitive development and Multiple Intellegence-MI Theory.The new method is a compound method which is formed with methods the students are active learners. The aim of this method to provide that the students learn with his own way of life by seeing, hearing and doing. At the beginning of the study, the information about education, instruction and learning were studied in detail. Then the process of ecology instruction was checked. After the determination of the methods in ecology instruction at primary school by the researcher with regard to related literature, the science courses at Atatürk Primary School 5B class. According to the results of pre- study; student sensitivity toward environment and environmental issues are not high. Also their knowledge about environment issues is not enough. The methods in ecology instruction are thought one of the main problems because the teachers prefer traditional methods especially didactic method. While the students at Atatürk Primary School 5B class were taught with traditional methods the researcher prepared whole lessons using the new method at Fatih Primary 5A class. At the end of the lessons, the students were tested with a test which has two sections. In the first section of the test (1st – 5th questions) students were asked about the topics which were taught by their own teacher. The teacher of Atatürk Primary School 5B class prepared the lesson using traditional methods with some audio – visual equipment. At the second section of the test (6th – 10th questions) were related with the topics which were taught with traditional methods at Atatürk Primary School by their own teacher, while the researcher applied the new method at Fatih Primary School. According to the results of this study; in the first section of the test the success of the students which were taught with traditional methods with audio-visual equipments is higher than the students which were taught with traditional methods without equipment. Furthermore at the second section the students that were taught with the new method were more successful than the students whose teacher applied traditional methods. It is showed that the new method whose aim is to provide that the students learn with their own way of life by seeing, hearing and doing is more effective. Accordingly, it is suggested that the environmental issues at primary schools should be designed with the new method. Key Word: effective ecology, the characteristic properties of cognitive development, Multiple Intellegence-MI Theory, a compound new method, learning with his own way of life