Publication: SOSYAL BİLGİLER ÖĞRETİMİNDE STORYLİNE YAKLAŞıMıNıN ETKİLİLİĞİNİN İNCELENMESİ
Abstract
Storyline 1980’li yıllarında başında yapılandırmacı öğrenme anlayışı temelinde geliştirilmiş bir yaklaşımdır. Bu araştırmada, yapılandırmacı öğrenme anlayışına uygun olarak geliştirilen bu yaklaşımın ilkokul 4. sınıf Sosyal Bilgiler dersindeki etkililiği araştırılmaktadır. Bu bağlamda araştırmada şu sorulara yanıt aranmaktadır:1.Storyline yaklaşımına dayalı etkinlikler ve uygulamaların öğrenciler tarafından gerçekleştirilme düzeyi nedir?2.Storyline yaklaşımına dayalı etkinlikler ve uygulamalara ilişkin araştırmacı, sınıf öğretmeni ve öğrencilerin görüşleri nelerdir?3.Deney grubundaki öğrencilerin “Torrance Yaratıcı Düşünce Testi” ön test-son test puan ortalamaları arasında anlamlı bir farklılaşma var mıdır?4.Deney grubundaki öğrencilerin “Sosyal Bilgiler Öğrenmeye Yönelik Motivasyon Ölçeği” ön test-son test puan ortalamaları arasında anlamlı bir farklılaşma var mıdır?Araştırma karma araştırma modeline uygun olarak tasarlanmıştır. Bu bakımdan araştırmada nitel ve nicel veri toplama araçları birlikte kullanılmıştır. Araştırma Diyarbakır ilinin bir devlet okulunda yer alan 4. sınıf şubesinde gerçekleştirilmiştir. Araştırmanın yapıldığı sınıftaki öğrenci sayısı 34’tür. Araştırmaya sınıftaki öğrencilerin tamamı dâhil edilmiştir. Araştırmada veri toplama aracı olarak Torrrance Yaratıcı Düşünce Testi, Sosyal Bilgiler Öğrenmeye Yönelik Motivasyon Ölçeği, çalışma yaprakları, öğrenci günlükleri, araştırmacı günlüğü, öğretmen günlüğü, öğretmen ve öğrenci görüşme formu ile açık uçlu anket kullanılmıştır. Araştırmanın nicel verilerinin analizinde Bağımlı Gruplar t testi ve Wilcoxon İşaretli Sıralar testi kullanılmıştır. Nitel veriler ise içerik analizi tekniği ile çözümlenmiştir.Araştırmadan elde edilen bulgulara göre, öğrencilerin Torrance Yaratıcı Düşünce Testi ile Sosyal Bilgiler Öğrenmeye Yönelik Motivasyon Ölçeği’nden elde edilen ön-son test puanları arasında anlamlı farklılaşma vardır ve bu farklılaşma son test lehinedir. Bu bakımdan Storyline yaklaşımına dayalı etkinliklerin öğrencilerin yaratıcı düşünme becerileri ve Sosyal Bilgiler öğrenme motivasyonlarını olumlu anlamda etkilediği söylenebilir. Bunun yanında öğrencilerin Storyline yaklaşımına dayalı etkinliklerde ortaya koydukları ürünlerin önemli bir bölümü çok nitelikli ve nitelikli olarak değerlendirilmiştir. Ayrıca öğrencilerin ve sınıf öğretmeninin Storyline yaklaşımına dayalı öğretim sürecine ilişkin görüşlerinin de oldukça olumlu olduğu görülmüştür.
The Storyline is an approach developed in the early 1980s on the basis of constructivist learning. In this research, the effectiveness of the approach developed according to the constructivist learning model is observed for the students of 4th grade of a primary school, in the class of Social Studies. İn this context, this investigation sought to answer to the following research questions:1.What are the students’ implementation level of activities and applications?2.What are the views of researchers, primary school teachers and students regarding activities and applications based on the Storyline teaching approach?3.Is there a significant difference between the students' pre- and post test average scores related to Torrance Tests of Creative Thinking in the experimental group? 4.Is there a significant difference between the students' pre- and post-test average scores related to motivation for learning social studies in the experimental group?The research is designed in accordance with the mixed methods research model. In this regard, qualitative and quantitative data collection tools have been used together in the research. This research was conducted in a primary school of Diyarbakır province, for students of 4th grade. The number of students in the class of study is 34. All of the students in the study were included. In this research, as a means of data collection; Torrance Tests of Creative Thinking, the motivational scale for learning social studies, work sheets, student diaries, researcher diary, teacher diary, teacher and student interview form, open ended questionnaires were used. For the analysis of the quantitative data of this study, Dependent Samples T-test and Wilcoxon Sıgned- Rank test were used. Qualitative data were analyzed by content analysis technique.According to the findings of this research, there are significant differences between the pre- and post tests average scores obtained from the Torrance Tests of Creative Thinking and the motivation scale for learning social information and these differences are in favor of the average scores of the post tests. In this respect, it can be said that the activities based on the Storyline approach affects positively the students’ creative thinking skills and motivations for learning social studies. In addition, a significant portion of the products that students have exhibited in the activities based on the Storyline approach have been evaluated “highly qualified” and “qualified”. It was also found that the students and the primary school teachers had very positive opinions regarding the teaching process based on the Storyline approach.
The Storyline is an approach developed in the early 1980s on the basis of constructivist learning. In this research, the effectiveness of the approach developed according to the constructivist learning model is observed for the students of 4th grade of a primary school, in the class of Social Studies. İn this context, this investigation sought to answer to the following research questions:1.What are the students’ implementation level of activities and applications?2.What are the views of researchers, primary school teachers and students regarding activities and applications based on the Storyline teaching approach?3.Is there a significant difference between the students' pre- and post test average scores related to Torrance Tests of Creative Thinking in the experimental group? 4.Is there a significant difference between the students' pre- and post-test average scores related to motivation for learning social studies in the experimental group?The research is designed in accordance with the mixed methods research model. In this regard, qualitative and quantitative data collection tools have been used together in the research. This research was conducted in a primary school of Diyarbakır province, for students of 4th grade. The number of students in the class of study is 34. All of the students in the study were included. In this research, as a means of data collection; Torrance Tests of Creative Thinking, the motivational scale for learning social studies, work sheets, student diaries, researcher diary, teacher diary, teacher and student interview form, open ended questionnaires were used. For the analysis of the quantitative data of this study, Dependent Samples T-test and Wilcoxon Sıgned- Rank test were used. Qualitative data were analyzed by content analysis technique.According to the findings of this research, there are significant differences between the pre- and post tests average scores obtained from the Torrance Tests of Creative Thinking and the motivation scale for learning social information and these differences are in favor of the average scores of the post tests. In this respect, it can be said that the activities based on the Storyline approach affects positively the students’ creative thinking skills and motivations for learning social studies. In addition, a significant portion of the products that students have exhibited in the activities based on the Storyline approach have been evaluated “highly qualified” and “qualified”. It was also found that the students and the primary school teachers had very positive opinions regarding the teaching process based on the Storyline approach.