Publication: Fen eğitiminde STEM entegreli argümantasyon temelli uygulamaların ortaokul 6. Sınıf öğrencilerinin madde ve ısı konusundaki başarılarına, girişimciliklerine ve motivasyonlarına etkisinin incelenmesi
Abstract
Bu çalışmanın amacı Fen eğitiminde STEM Entegreli Argümantasyon Temelli uygulamaların (FESEA) ortaokul öğrencilerinin madde ve ısı konusundaki akademik başarılarına, fen tabanlı girişimciliklerine ve fen öğrenme motivasyonlarına etkisinin incelenmesidir. Araştırma Mardin ilinde bulunan Millî Eğitim Bakanlığına bağlı bir devlet okulunda 6. Sınıfta 4 farklı şubede öğrenim gören toplam 90 öğrenciyle gerçekleştirilmiştir. Her bir şube aynı zamanda çalışmada oluşturulan bir grup olarak belirlenmiş ve hangi şubenin hangi grup olacağı rastgele seçilmiştir. Her biri benzer sosyoekonomik düzeyde olan bu gruplardan FESEA, STEM ve “Argümantasyon Temelli Bilim Öğrenme (ATBÖ)” yaklaşımlarının uygulandığı üç farklı deney grubu oluşturulmuştur. Dördüncü grup ise 2018’de MEB tarafından geliştirilen öğretim programına uygun ders kitaplarından hareketle dersin işlendiği (Mevcut ders uygulamaları: MDU) kontrol grubu olarak belirlenmiştir. Çalışmada ön test son test kontrol gruplu yarı deneysel desen kullanılmıştır. Verileri elde etmek için “Fen Tabanlı Girişimcilik Ölçeği”, “Fen Motivasyon Ölçeği” ve araştırmacı tarafından hazırlanıp geçerlik ve güvenirlik çalışmaları yapılmış olan “Akademik Başarı Testi” uygulanmıştır. Veriler, deney grupları ve kontrol grubu arasında öntest ve sontestlerin gruplar arası karşılaştırması ve grupların kendi içlerinde öntest-sontest karşılaştırması yapılarak analiz edilmiştir. Çalışmanın veri analizinde SPSS 26.0 istatistik paket kullanılmıştır. Karşılaştırma yapmak için kullanılan istatistiksel testler normallik analizlerinden sonra belirlenmiştir. Bu doğrultuda nomal dağılım gösteren testlerin karşılaştırması parametrik testlerle, normal dağılım göstermeyen testler ise nonparametrik testlerle değerlendirilmiştir. Grup içi değerlendirmeler yapılırken paired t test kullanılmıştır. Non parametrik testler için de Wilcoxon İşaretli Sıralar testi kullanılmıştır. Gruplar arası değerlendirme için ise tek yönlü ANCOVA analizinden yararlanılmıştır. Çalışmanın verilerine göre FESEA, ATBÖ ve STEM uygulamalarının ve kontrol grubunda yapılan uygulamaların akademik başarıya olumlu etkisi olduğu saptanmıştır. Gruplar arası değerlendirmede akademik başarı konusunda anlamlı bir fark saptanmamıştır. Ortaokul öğrencilerinin girişimcilik puanlarında ise sadece STEM grubunda olumlu yönde anlamlı bir fark saptanmıştır. Fakat diğer gruplarda anlamlı artış gözlemlenmemiştir. Bununla birlikte fen tabanlı girişimcilik puanları açısından kontrol grubu ile tüm deney grupları arasında anlamlı fark saptanmıştır. Bu farklılık deney grupları lehine olmuştur. Öğrencilerin fen motivasyon puanlarında FESEA, STEM ve kontrol gruplarında anlamlı artış gözlemlenirken, ATBÖ grubunda fark oluşmamıştır. Grupların fen motivasyon puanları arasında anlamlı bir fark saptanmamıştır. Bu çalışmanın sonucunda hem uygulanan yöntemlerin bağımlı değişkenlere etkisi tartışılmış hem de öğretmenlerin madde ve ısı ünitesinde sınıflarında uygulayabilecekleri materyaller ortaya konmuştur
The purpose of this study is to investigate the effect of argument-based Strategies for STEM Infused Science Teaching (ASSIST) Approach on 6th Grade students’ achievement, entrepreneurship and motivation in the unit “matter and heat”. In this research, it is studied with 6th grade students in a public school in the province of Mardin, which is affiliated to the Ministry of National Education. There are four formed different groups within the scope of the study. There are approximately 20 to 25 students in each group. Although each of these student groups is at the same socioeconomic level, the groups were randomly selected. ASSISTis applied to the first experimental group, and second group is applied based on the “Science Writing Heuristics (SWH)” approach. Last experimental group is organized on STEM education. The fourth group is the control group, and the course is taught based on the textbooks (Current course practices: MDU) in accordance with the curriculum developed by the Ministry of National Education in 2018. In the study, the interventional mixed method was used together with the complementary qualitative component. In the process, explanations were made about the aspects of the independent variables that may occur in the dependent variables with the student products and the observation notes of the researcher teacher. In order to obtain data, Science Entrepreneurship scale, Science Motivation scale and academic achievement test prepared by the researcher for validity and reliability studies were applied. In the quantitative method, the data were evaluated by making a pretest-posttest comparison between the experimental and control groups and within the groups themselves. SPSS 26.0 statistical package program was used in the analysis of the data. The Kolmogorov-Smirnov test was used to measure their normality, and the Paired-Samples t test was used to examine the effect of dependent variables. The intergroup evaluation is provided with one-way ANCOVA. According to the data of the study, it was determined that FESEA, SWH and STEM and the current course applications have a positive effect on academic achievement. There is no significant difference in terms of academic achievement in the evaluation between the groups. In the entrepreneurship scores of secondary school students, a significant positive difference was found only in the STEM group. However, there is no significant increase observed in the other groups. However, a significant difference was found between the control group and all experimental groups in terms of science-based entrepreneurship scores. This difference was in favor of the experimental groups. While a significant increase was observed in the science motivation scores of the students in the FESEA, STEM and control groups, there was no difference in the SWH group. There is no significant difference between the science motivation scores of the groups. As a result of this study, both the effects of the applied methods on the dependent variables were discussed and the materials that teachers could apply in their classes in the matter and heat unit were revealed.
The purpose of this study is to investigate the effect of argument-based Strategies for STEM Infused Science Teaching (ASSIST) Approach on 6th Grade students’ achievement, entrepreneurship and motivation in the unit “matter and heat”. In this research, it is studied with 6th grade students in a public school in the province of Mardin, which is affiliated to the Ministry of National Education. There are four formed different groups within the scope of the study. There are approximately 20 to 25 students in each group. Although each of these student groups is at the same socioeconomic level, the groups were randomly selected. ASSISTis applied to the first experimental group, and second group is applied based on the “Science Writing Heuristics (SWH)” approach. Last experimental group is organized on STEM education. The fourth group is the control group, and the course is taught based on the textbooks (Current course practices: MDU) in accordance with the curriculum developed by the Ministry of National Education in 2018. In the study, the interventional mixed method was used together with the complementary qualitative component. In the process, explanations were made about the aspects of the independent variables that may occur in the dependent variables with the student products and the observation notes of the researcher teacher. In order to obtain data, Science Entrepreneurship scale, Science Motivation scale and academic achievement test prepared by the researcher for validity and reliability studies were applied. In the quantitative method, the data were evaluated by making a pretest-posttest comparison between the experimental and control groups and within the groups themselves. SPSS 26.0 statistical package program was used in the analysis of the data. The Kolmogorov-Smirnov test was used to measure their normality, and the Paired-Samples t test was used to examine the effect of dependent variables. The intergroup evaluation is provided with one-way ANCOVA. According to the data of the study, it was determined that FESEA, SWH and STEM and the current course applications have a positive effect on academic achievement. There is no significant difference in terms of academic achievement in the evaluation between the groups. In the entrepreneurship scores of secondary school students, a significant positive difference was found only in the STEM group. However, there is no significant increase observed in the other groups. However, a significant difference was found between the control group and all experimental groups in terms of science-based entrepreneurship scores. This difference was in favor of the experimental groups. While a significant increase was observed in the science motivation scores of the students in the FESEA, STEM and control groups, there was no difference in the SWH group. There is no significant difference between the science motivation scores of the groups. As a result of this study, both the effects of the applied methods on the dependent variables were discussed and the materials that teachers could apply in their classes in the matter and heat unit were revealed.
Description
Keywords
Achievement, Argümantasyon tabanlı bilim öğrenme, ASSIST, Başarı, Bilim, Entrepreneurship, Fen eğitimde STEM entegreli argümantasyon, Girişimcilik, Junior high school students, Madde ve Isı, Matter and heat, Motivasyon, Motivation, Ortaokul öğrencileri, Öğrenim ve öğretim, Science, Science writing heuristics, STEM, STEM education, STEM eğitimi, Study and teaching