Publication: Sosyal Bilgiler derslerinde oluşturmacı öğrenme yaklaşımının öğrencilerin bilişsel öğrenme düzeylerine ve derse yönelik tutumlarına etkisi
Abstract
Bu araştırma, sosyal bilgiler derslerinde oluşturmacı öğrenme yaklaşımının öğrencilerin bilişsel öğrenme düzeylerine ve derse yönelik tutumlarına etkisini incelemek amacıyla yapılmıştır. Araştırmada amaca uygun olarak deney ve kontrol gruplu deneysel desen kullanılmıştır. Araştırma, 2006–2007 öğretim yılı ikinci döneminde İstanbul İli, Eyüp İlçesi, Gümüşsuyu İlköğretim Okulu’nda okuyan 7. sınıflardan random usulü seçilen 7/ A (kontrol) ve 7/ B (deney) olmak üzere bu iki sınıfta okuyan toplam 79 öğrenci ile gerçekleştirilmiştir. Araştırma 7. sınıf Sosyal Bilgiler dersinde “Osmanlı Kültür ve Uygarlığı” ünitesi boyunca toplam 4 hafta süre ile deney grubunda oluşturmacı öğretim yaklaşıma dayalı yöntemlerle dersler işlenirken kontrol grubunda ise geleneksel öğretim yöntemlerine göre dersler işlenmeye devam edilmiştir. Verilerin elde edilebilmesi için ünite ile alakalı Bilgi Başarı Testi geliştirilmiş, Yurdakul (2004) tarafından geliştirilen Sosyal Bilgiler Tutum Ölçeğinden yararlanılmış ve görüşme formu kullanılmıştır. Görüşme sırasındaki öğrenci görüşleri ve SBTÖ’ndeki açık uçlu soruya verilen yanıtlar nicel verileri desteklemek amacıyla kullanılmıştır. Veri toplama araçlarından BBT ve SBTÖ deney ve kontrol gruplarına ön test-son test olarak uygulanmıştır. Görüşmeler ise uygulama bitiminde deney grubu ile gerçekleştirilmiştir. Elde edilen nicel verilerin analizinde İlişkili Grup T-testi, İlişkisiz Grup T-Testi, One-Way ANOVA ve Pearson Korelasyon teknikleri kullanılmıştır. Nitel veriler içerik analizi tekniği ile değerlendirilmiştir. Elde edilen sonuçlara göre; •Oluşturmacı öğrenme yaklaşımına dayalı işlenen Sosyal Bilgiler derslerinin öğrencilerin bilişsel başarısını arttırmada geleneksel yönteme göre daha etkili olduğu, •Oluşturmacı öğrenme yaklaşımına göre işlenen derslerin öğrencilerin derse yönelik olumlu tutum geliştirmelerinde etkili olduğu, •Oluşturmacı öğrenme yaklaşımına göre, derslerin işlendiği deney grubu öğrencilerinin cinsiyete ve ekonomik durumlarına göre başarı düzeyleri arasında anlamlı bir farklılığın olmadığı, •Oluşturmacı öğrenme yaklaşımına göre derslerin işlendiği deney grubu öğrencilerinin cinsiyete göre, kızlar lehine derse yönelik olumlu tutum geliştirmede anlamlı bir farklılığın olduğu; fakat ekonomik durumlarına göre tutumları açısından anlamlı bir farklılığın olmadığı, •Oluşturmacı öğrenme yaklaşımına göre derslerin işlendiği deney grubu öğrencilerinin ders başarıları ile derse yönelik tutumları arasında anlamlı bir ilişkinin olduğu görülmüştür.
This study was conducted in order to examine the influence of constructive learning approach in social sciences classes on the students’s cognitive learning levels and their attitude towards the classes In this study, experimental pattern including experiment and control groups compatible with the the purpose of the study. The study embraced the 79 students seleceted randomly from the classrooms 7/ A (control group) and 7/ B (experiment group) in Gümüşsuyu Primary School, in Eyüp in İstanbul in the second term (spring term) of 2006–2007. In the scope of this study, whereas in the experiment group “Otoman Culture and Civilization” unit of Social Sciences course was taught for 4 weeks by using the methods of constructive approach, in the control group, the same unit was taught by using the traditional teaching methods. In order to get the data, an Achiement Test (AT) related to that unit was developed, Social Sciences Attitude Scale (SSAS) developed by Yurdakul was used, and interview forms were used. During the interviews, the opinions of the students and the open ended questions in the SSAS were used so as to support the quantitative data. AT and SSAS which are among the data collecting tools were implemented as pre-test and final test. Interviews were conducted with the experiment group at the end of the implementation. In the analysis of the quantitative data acquired, Relevant Group T-testi, İrrelevant Group T-testi, One-Way ANOVA and Pearson Correlation techniques were used. Qualitative data was evaluated by using content analysis technique. According to the results acquired; •The Social Sciences lessons which are taught depending upon the constructive learning approach proved to be more effective than traditional method in terms of increasing cognitive success. •The lessons taught depending on the constructive learning approach is effective to make students improve positive attitude towards the courses. •In the experiment group to whom techniques of the constructive learning approach were implemented, there were no meaningful difference in students’ success in terms of their gender and economic situation. •In the experiment group to whom techniques of the constructive learning approach were implemented, there was a meaningful difference in female students’ improving positive attitude towards the course; however, there was no meaningful difference regarding the attitude issue in terms of economic situation. •In the experiment group to whom techniques of the constructive learning approach were implemented, it was witnessed that there was a meaningful relationship between students’ success and attitude towards the course.
This study was conducted in order to examine the influence of constructive learning approach in social sciences classes on the students’s cognitive learning levels and their attitude towards the classes In this study, experimental pattern including experiment and control groups compatible with the the purpose of the study. The study embraced the 79 students seleceted randomly from the classrooms 7/ A (control group) and 7/ B (experiment group) in Gümüşsuyu Primary School, in Eyüp in İstanbul in the second term (spring term) of 2006–2007. In the scope of this study, whereas in the experiment group “Otoman Culture and Civilization” unit of Social Sciences course was taught for 4 weeks by using the methods of constructive approach, in the control group, the same unit was taught by using the traditional teaching methods. In order to get the data, an Achiement Test (AT) related to that unit was developed, Social Sciences Attitude Scale (SSAS) developed by Yurdakul was used, and interview forms were used. During the interviews, the opinions of the students and the open ended questions in the SSAS were used so as to support the quantitative data. AT and SSAS which are among the data collecting tools were implemented as pre-test and final test. Interviews were conducted with the experiment group at the end of the implementation. In the analysis of the quantitative data acquired, Relevant Group T-testi, İrrelevant Group T-testi, One-Way ANOVA and Pearson Correlation techniques were used. Qualitative data was evaluated by using content analysis technique. According to the results acquired; •The Social Sciences lessons which are taught depending upon the constructive learning approach proved to be more effective than traditional method in terms of increasing cognitive success. •The lessons taught depending on the constructive learning approach is effective to make students improve positive attitude towards the courses. •In the experiment group to whom techniques of the constructive learning approach were implemented, there were no meaningful difference in students’ success in terms of their gender and economic situation. •In the experiment group to whom techniques of the constructive learning approach were implemented, there was a meaningful difference in female students’ improving positive attitude towards the course; however, there was no meaningful difference regarding the attitude issue in terms of economic situation. •In the experiment group to whom techniques of the constructive learning approach were implemented, it was witnessed that there was a meaningful relationship between students’ success and attitude towards the course.