Publication: Kavramsal oyun dünyası yaklaşımına göre hazırlanan Fen Eğitimi Programının 60-72 ay çocukların bilimsel süreç becerilerine, oyun oynama eğilimlerine ve oyun becerilerine etkisinin incelenmesi
Abstract
Bu çalışmada Kavramsal Oyun Dünyası Yaklaşımına göre hazırlanan fen eğitimi programının 60-72 ay çocukların bilimsel süreç becerilerine, oyun oynama eğilimlerine ve oyun oynama becerilerine etkisinin incelenmesi amaçlanmıştır. Değişen yaşam şartları, bilim ve teknolojideki ilerlemelerle birlikte eğitim sistemlerinde de değişiklikler zorunlu hale gelmiştir. 21.yy becerileri gelişmiş, bilim okuryazarı, bilime karşı olumlu tutuma sahip bireyler yetiştirmek önemli bir konuma gelmiştir. Çocukların erken yaşlarda bilim etkinlikleriyle tanışması ve bilime karşı olumlu tutum sergilemesi öğretmenlerinin bilime karşı olumlu tutuma sahip olmasıyla ilişkilidir. Ayrıca çocukların bu tutumlara sahip olması erken yaşlarda bilimsel süreç becerilerini geliştirmeleri ile de ilişkilidir. Oyun çocuğu duygusal, sosyal, bilişsel yönden gelişmesini sağlayan en önemli araçlardan biridir. Çocuk oyunlar sayesinde keşif ve denemeler yapma, farklı rollere bürünme fırsatı yakalar. Bilim eğitiminde oyunun kullanılması da çocuğu motive eder ve bilimsel süreç becerilerinin gelişimini destekler. Araştırmada nicel araştırma yöntemlerinden, yarı deneysel desenlerden ön test son test eşitlenmemiş kontrol gruplu model kullanılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim yılı bahar döneminde İstanbul ilinde bulunan MEB’e bağlı bir okul bünyesindeki 60-72 aylık 58 (23 Deney-1, 14 Deney-2, 21 Kontrol) çocuk oluşturmuştur. Çalışma grubu belirlenirken kolay/ uygun örnekleme yolu tercih edilmiştir. Verilerin toplanması için kişisel bilgi formu, Turan (2012) tarafından geliştirilen Bilimsel Süreç Becerilerini Değerlendirme Aracı, Keleş ve Yurt (2017) tarafından geliştirilen Oyun Oynama Eğilimi Ölçeği, Fazlıoğlu, Ilgaz ve Papatğa (2013) tarafından geliştirilen Oyun Becerileri Değerlendirme ölçeği kullanılmıştır. Gruplara uygulama öncesinde ön-test olarak BSB (Bilimsel Süreç Becerileri Değerlendirme Aracı), ÇOEÖ (Çocuklar için Oyun Oynama Eğilimi Ölçeği) ve OBDÖ (Oyun Becerileri Değerlendirme Ölçeği) uygulanmıştır. Deney gruplarına 8 hafta süreyle Kavramsal Oyun Dünyası Yaklaşımına göre hazırlanan fen eğitimi uygulanmıştır. Kontrol grubundaki çocuklar ise MEB dahilindeki programlarına devam etmişlerdir. Uygulamalar tamamlandığında tüm gruplara son-testleri, uygulamalardan 4 hafta sonra ise izleme testleri uygulanmıştır. Çalışma verileri değerlendirilirken ölçümlerin zaman içinde görülen değişimleri karşılaştırmak için Friedman Halton testi, ölçümler arası farklılıklarını belirlemek için ise viii Wilcoxon Signed Rank testi, üç ve üzeri gruplara göre ölçümlerin karşılaştırmasında Kruskall Wallis Testi, gruplar arası farklılıklarını belirlemek için ise Mann Whitney U testi kullanılmıştır. Yapılan analizlerin sonucundan uygulanan programın çocukların bilimsel süreç becerilerini ve oyun oynama eğilimlerini olumlu yönde etkilediği, 4 hafta sonra yapılan testlerle de bu etkinin kalıcı olduğu bulunmuştur. Araştırmanın bu sonuçları ile alanyazın tartışılmış, uygulayıcılara öneriler sunulmuştur.
In this study, the purpose is to examine the effects of the science education program prepared according to the Conceptual Game World Approach on the scientific process skills, game playing tendencies and game playing skills of 60-72 months old children. Life conditions have changed, with technological and scientific developments they made the changes in education systems obligatory. In 21st century it has become very important to educate individiuals who is highly skilled, literate of science, and has good manner to the science. Concerning development of good attitude towards the science, Teacher is the key point. Kids’ acquintanence with scientific activities and developing good attitudes to science in their early ages,is highly related with Their teacher’s possession of good manner to science. Besides for kids to own these attitudes with improving scientific process skills is also very related with this. Game is one of the most important tools that provides kids’ emotional and cognitive development. With the help of games kids get a chance to make discoveries, trials and to play different roles. Utilization of game in science education motivates kid and supports their scientific process skills’ development. Quantitative research methods were used in the study. One of the quasi-experimental designs, the pre-test post-test control group model was used. The study group of the research consisted of 58 (23 Experiment-1, 14 Experiment-2, 21 Control) children aged 60-72 months in a school affiliated to the Ministry of National Education in Istanbul in the spring term of the 2021-2022 academic year. While determining the study group, easy/ convenient sampling method, which is one of the non-random sampling methods, was preferred. Personal information form developed by the researcher, Scientific Process Skills Assessment Tool developed by Turan (2012), Scale for Tendency to Play Game developed by Keleş and Yurt (2017), Game Skills Assessment scale developed by Fazlıoğlu, Ilgaz and Papatğa (2013) were used to collect data. . Scientific Process Skills Assessment Tool, Scale for Tendency to Play Game and Game Skills Assessment Scale were administered to the groups as a pre-test before the application. The science education program prepared according to the Conceptual Playworld Approach was applied to the experimental groups for 8 weeks. The children in the control group continued their programs within the MEB program. When the applications were completed, post-tests were administered to all groups, and follow-up tests were administered 4 weeks after the applications. x While evaluating the study data, the Friedman Halton test was used to compare the changes in the measurements over time, the Wilcoxon Signed Rank test to determine the differences between the measurements, the Kruskall Wallis Test to compare the measurements according to the groups of three or more, and the Mann Whitney U test to determine the differences between the groups. According to the results of the analyzes made, it was found that the program applied positively affected the children's scientific process skills and their tendency to play, and this effect was permanent with the tests performed after 4 weeks. These results of the research and the literature were discussed and suggestions were presented to the practitioners.
In this study, the purpose is to examine the effects of the science education program prepared according to the Conceptual Game World Approach on the scientific process skills, game playing tendencies and game playing skills of 60-72 months old children. Life conditions have changed, with technological and scientific developments they made the changes in education systems obligatory. In 21st century it has become very important to educate individiuals who is highly skilled, literate of science, and has good manner to the science. Concerning development of good attitude towards the science, Teacher is the key point. Kids’ acquintanence with scientific activities and developing good attitudes to science in their early ages,is highly related with Their teacher’s possession of good manner to science. Besides for kids to own these attitudes with improving scientific process skills is also very related with this. Game is one of the most important tools that provides kids’ emotional and cognitive development. With the help of games kids get a chance to make discoveries, trials and to play different roles. Utilization of game in science education motivates kid and supports their scientific process skills’ development. Quantitative research methods were used in the study. One of the quasi-experimental designs, the pre-test post-test control group model was used. The study group of the research consisted of 58 (23 Experiment-1, 14 Experiment-2, 21 Control) children aged 60-72 months in a school affiliated to the Ministry of National Education in Istanbul in the spring term of the 2021-2022 academic year. While determining the study group, easy/ convenient sampling method, which is one of the non-random sampling methods, was preferred. Personal information form developed by the researcher, Scientific Process Skills Assessment Tool developed by Turan (2012), Scale for Tendency to Play Game developed by Keleş and Yurt (2017), Game Skills Assessment scale developed by Fazlıoğlu, Ilgaz and Papatğa (2013) were used to collect data. . Scientific Process Skills Assessment Tool, Scale for Tendency to Play Game and Game Skills Assessment Scale were administered to the groups as a pre-test before the application. The science education program prepared according to the Conceptual Playworld Approach was applied to the experimental groups for 8 weeks. The children in the control group continued their programs within the MEB program. When the applications were completed, post-tests were administered to all groups, and follow-up tests were administered 4 weeks after the applications. x While evaluating the study data, the Friedman Halton test was used to compare the changes in the measurements over time, the Wilcoxon Signed Rank test to determine the differences between the measurements, the Kruskall Wallis Test to compare the measurements according to the groups of three or more, and the Mann Whitney U test to determine the differences between the groups. According to the results of the analyzes made, it was found that the program applied positively affected the children's scientific process skills and their tendency to play, and this effect was permanent with the tests performed after 4 weeks. These results of the research and the literature were discussed and suggestions were presented to the practitioners.