Publication: Kanıt temelli̇ öğreti̇mi̇n öğrenci̇leri̇n kavramsal öğrenmeleri̇ ve bi̇li̇msel süreç beceri̇leri̇ne etki̇si̇
Abstract
Bu çalışmada, kanıt temelli öğretim yönteminin öğrencilerin kavramsal öğrenmeleri ve bilimsel süreç becerilerine etkisi araştırılmıştır. Eylem araştırması ve deneysel yöntemin birlikte kullanıldığı karma yöntemle tasarlanan bu çalışma İstanbul Maltepe ilçesinde bulunan bir özel okulun 2021-2022 yılında öğretim gören 7. sınıf öğrencileri ile gerçekleştirilmiştir. 7. Sınıfta öğrenim gören 16 öğrenciye, ‘’Elektrik’’ konusu kanıt temelli öğretim yöntemi ile işlenmiş ve bu yöntemin öğrencilerin bilimsel süreç becerilerini nasıl geliştirdiği ve elektrik konusundaki kavramsal öğrenmelerine etkisi eylem araştırması ve deneysel yöntemin birlikte kullanıldığı iç içe karma yöntem ile araştırılmıştır. Önce ön testler ile nitel ve nicel veriler toplanmış, ardından eğitim materyali uygulanarak nicel veriler toplanmıştır. Ardından son testler ile tekrar nitel ve nicel veriler toplanmış ve yorumlanmıştır. Kontrol grubu olarak aynı okulun bir başka sınıfı seçilmiş, aynı konu okulun 7. sınıfında eğitim gören 13 öğrenciye geleneksel öğretim yöntemi ile anlatılmıştır. Ön ve son test sonuçlarına göre deney grubu ve kontrol grubunda bulunan öğrencilerin bilimsel süreç becerilerindeki gelişim ve elektrik konusundaki kavramsal öğrenmelerinin nasıl gerçekleştiği karşılaştırılmıştır. Çalışma grubundaki öğrencilerin öğretim öncesinde zeka türleri, öğrenme stilleri, bilimsel süreç becerileri ve elektrik konusuna ilişkin kavramsal anlamaları belirlenmiştir.Kanıt temelli öğretimin etkisini belirlemek amacıyla öğrencilerin bilimsel süreç becerileri ve elektrik konusundaki kavramsal anlamaları öğretim bitiminde yeniden belirlenmiştir. Araştırma bulguları Kanıt temelli öğretimin öğrencilerin elektrik konusundaki kavramsal öğrenmelerini ve bilimsel süreç becerilerini geliştirdiğini göstermiştir. Bulgular ayrıca öğretim sonunda deney grubundaki öğrencilerin bilimsel süreç becerilerindeki artışın kontrol grubu öğrencilerininkinden daha fazla olduğunu ortaya koymuştur. Ayrıca kanıt temelli öğretim öğrencilerin elektrik konusundaki kavram yanılgılarını azaltmakta oldukça etkili olmuştur.
In this study, the effect of evidence-based teaching method on students' conceptual learning and science process skills was investigated. This study, designed with a mixed method in which action research and experimental methods are used together, was conducted with 7th grade students studying in 2021-2022 at a private school in Maltepe district of Istanbul. The subject of Electricity was taught to 16 students in the 7th grade with an evidence-based teaching method, and how this method developed the students' scientific process skills and its effect on their conceptual learning about electricity was investigated with an intertwined mixed method in which action research and experimental methods were used together. First, qualitative and quantitative data were collected with pre-tests, and then quantitative data were collected by applying the training material. Then, qualitative and quantitative data were collected and interpreted again with post-tests. Another class of the same school was chosen as the control group, and the same subject was taught to 13 students in the 7th grade of the school with the traditional teaching method. According to the pre- and post-test results, the development of scientific process skills of the students in the experimental group and the control group and their conceptual learning about electricity were compared. Before the teaching, the students in the study group were determined about their intelligence types, learning styles, problem solving skills and conceptual understanding of electricity.In order to determine the effect of evidence-based teaching, students' problem solving skills and conceptual understanding of electricity were re-determined at the end of the teaching. Research findings have shown that evidence-based teaching improves students' conceptual learning and science process skills on electricity. The findings also revealed that the increase in the scientific process skills of the students in the experimental group at the end of the training was greater than that of the students in the control group. In addition, evidence-based teaching has been very effective in reducing students' misconceptions about electricity.
In this study, the effect of evidence-based teaching method on students' conceptual learning and science process skills was investigated. This study, designed with a mixed method in which action research and experimental methods are used together, was conducted with 7th grade students studying in 2021-2022 at a private school in Maltepe district of Istanbul. The subject of Electricity was taught to 16 students in the 7th grade with an evidence-based teaching method, and how this method developed the students' scientific process skills and its effect on their conceptual learning about electricity was investigated with an intertwined mixed method in which action research and experimental methods were used together. First, qualitative and quantitative data were collected with pre-tests, and then quantitative data were collected by applying the training material. Then, qualitative and quantitative data were collected and interpreted again with post-tests. Another class of the same school was chosen as the control group, and the same subject was taught to 13 students in the 7th grade of the school with the traditional teaching method. According to the pre- and post-test results, the development of scientific process skills of the students in the experimental group and the control group and their conceptual learning about electricity were compared. Before the teaching, the students in the study group were determined about their intelligence types, learning styles, problem solving skills and conceptual understanding of electricity.In order to determine the effect of evidence-based teaching, students' problem solving skills and conceptual understanding of electricity were re-determined at the end of the teaching. Research findings have shown that evidence-based teaching improves students' conceptual learning and science process skills on electricity. The findings also revealed that the increase in the scientific process skills of the students in the experimental group at the end of the training was greater than that of the students in the control group. In addition, evidence-based teaching has been very effective in reducing students' misconceptions about electricity.