Publication: İlkokul üçüncü sınıf Hayat Bilgisi dersine storyline yaklaşımını eklemlemek
Abstract
Bu araştırma; ilkokul üçüncü sınıf Hayat Bilgisi dersinde yüz yüze ve uzaktan eğitim yoluyla işlenen Storyline yaklaşımına dayalı etkinliklerin uygulanabilirliği ve etkililiğini değerlendirmek; öğrencilerin sınıf etkinliklerine yönelik algısı ve derse yönelik tutum düzeylerini tespit etmek amacıyla gerçekleştirilmiştir. Bu bağlamda aşağıdaki sorulara cevap aranmaktadır: 1. Üçüncü sınıf Hayat Bilgisi dersinde Storyline yaklaşımına dayalı etkinliklerle sınıf içi uygulamaların etkililiği nasıldır? 2. Üçüncü sınıf Hayat Bilgisi dersinde yüz yüze ve uzaktan eğitim yoluyla Storyline yaklaşımına dayalı olarak gerçekleştirilen etkinliklere yönelik öğrenci görüşleri nelerdir? 3. Üçüncü sınıf Hayat Bilgisi dersinde yüz yüze ve uzaktan eğitim yoluyla Storyline yaklaşımına dayalı olarak gerçekleştirilen sınıf etkinliklerinin öğrenci algısına anlamlı düzeyde etkisi var mıdır? 4. Üçüncü sınıf Hayat Bilgisi dersinde yüz yüze ve uzaktan eğitim yoluyla Storyline yaklaşımına dayalı olarak gerçekleştirilen etkinliklerin öğrencilerin derse yönelik tutumlarına anlamlı düzeyde etkisi var mıdır? Araştırmada karma araştırma modeline uygun iç içe gömülü desen kullanılmıştır. Araştırma temelde nitel bir araştırma olarak tasarlanmıştır ancak tamamlayıcı rolde nicel boyut mevcuttur. Uygulama İstanbul ilinin Esenler ilçesindeki bir devlet ilkokulunda gerçekleşmiştir. Araştırmanın çalışma grubunu 24 üçüncü sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak; Sınıf Etkinliklerim Ölçeği, Hayat Bilgisi Dersine Yönelik Tutum Ölçeği, çalışma yaprakları, öğrenci günlükleri, araştırmacı günlüğü, öz değerlendirme formları ve odak grup görüşme kayıtları kullanılmıştır. Araştırmanın nitel verilerinin çözümlenmesinde içerik ve betimsel analiz kullanılmıştır. Nicel verilerin analizi için NCSS 2021 istatistik kullanılarak Hotelling tek gruplu T2 testi yapılmıştır. Araştırmadan elde edilen bulgulara göre uygulama süreci sonunda ilkokul üçüncü sınıf Hayat Bilgisi dersinde yüz yüze ve uzaktan eğitimle gerçekleşen Storyline yaklaşımı etkin ve uygulanabilir olarak değerlendirilmiştir. Öğrencilerin sınıf etkinliklerine yönelik; ilgi duyma, seçim yapabilme, sınırları zorlama, konudan zevk alma puanlarında anlamlı farklılaşma vardır. Storyline yaklaşımının Hayat Bilgisi dersine yönelik tutumlarına olumlu katkı sağladığı, öğrencilerin bu yaklaşımla ilgili olumlu duygu ve düşüncelere sahip oldukları görülmüştür. Storyline Yaklaşımı, Hayat Bilgisi, Algı, Tutum
The research was carried out to both evaluate the feasibility and effectiveness of the activities based on the Storyline approach, which were taught through face-to-face and distance education in the third grade primary school Life Sciences course, and determine the students’ perceptions of in-class activities along with their level of attitude towards the course. In this context, answers are sought for the following research questions: 1. What is the effectiveness of in-class activities based on the Storyline approach in the third grade Life Sciences course? 2. What are the students’ views about the activities carried out based on the Storyline approach through face-to-face and distance education in the third grade Life Sciences course? 3. Do the classroom activities based on the Storyline approach through face-to-face and distance education in the third grade Life Sciences course have a significant effect on the students’ perceptions? 4. Do the activities based on the Storyline approach through face-to-face and distance education in the third grade Life Sciences course have a significant effect on the students’ attitudes towards the course? In accordance with mixed methods research design, grounded theory was adopted for the research. The research was primarily designed as a qualitative research; however, there is a quantitative dimension in a complementary role. The practice was carried out in a public primary school in Esenler, a district of Istanbul. The study group of the research consists of 24 third grade students. As data collection tools in the research; “My Classroom Activities Scale”, “Attitude Scale Towards Life Sciences Course”, worksheets, student diaries, researcher’s diary, self-evaluation forms and focus group interview records were used. Content and descriptive analysis were used to analyze the qualitative data of the research. For the analysis of quantitative data, Hotelling’s one sample T2 test was performed using the NCSS 2021 statistical program. According to the findings obtained from the research, at the end of the practice process, the Storyline approach, which was realized through face-to-face and distance education in the third grade Life Sciences course in primary school, was evaluated as effective and applicable. There is a significant difference in the scores of students’ interest, making choices, challenge, and enjoying the subject in terms of in-class activities. It was observed that the Storyline approach contributed positively to students’ attitudes towards Life Sciences course and they had positive feelings and thoughts about this approach. Storyline Approach, Life Sciences course, Perception, Attitude
The research was carried out to both evaluate the feasibility and effectiveness of the activities based on the Storyline approach, which were taught through face-to-face and distance education in the third grade primary school Life Sciences course, and determine the students’ perceptions of in-class activities along with their level of attitude towards the course. In this context, answers are sought for the following research questions: 1. What is the effectiveness of in-class activities based on the Storyline approach in the third grade Life Sciences course? 2. What are the students’ views about the activities carried out based on the Storyline approach through face-to-face and distance education in the third grade Life Sciences course? 3. Do the classroom activities based on the Storyline approach through face-to-face and distance education in the third grade Life Sciences course have a significant effect on the students’ perceptions? 4. Do the activities based on the Storyline approach through face-to-face and distance education in the third grade Life Sciences course have a significant effect on the students’ attitudes towards the course? In accordance with mixed methods research design, grounded theory was adopted for the research. The research was primarily designed as a qualitative research; however, there is a quantitative dimension in a complementary role. The practice was carried out in a public primary school in Esenler, a district of Istanbul. The study group of the research consists of 24 third grade students. As data collection tools in the research; “My Classroom Activities Scale”, “Attitude Scale Towards Life Sciences Course”, worksheets, student diaries, researcher’s diary, self-evaluation forms and focus group interview records were used. Content and descriptive analysis were used to analyze the qualitative data of the research. For the analysis of quantitative data, Hotelling’s one sample T2 test was performed using the NCSS 2021 statistical program. According to the findings obtained from the research, at the end of the practice process, the Storyline approach, which was realized through face-to-face and distance education in the third grade Life Sciences course in primary school, was evaluated as effective and applicable. There is a significant difference in the scores of students’ interest, making choices, challenge, and enjoying the subject in terms of in-class activities. It was observed that the Storyline approach contributed positively to students’ attitudes towards Life Sciences course and they had positive feelings and thoughts about this approach. Storyline Approach, Life Sciences course, Perception, Attitude