Publication: İlköğretim fen bilgisi dersinde beyin fırtınası öğretiminin başarıya, kavram öğrenmeye ve bilişüstü becerilere etkisi
Abstract
İLKÖĞRETİM FEN BİLGİSİ DERSİNDE BEYİN FIRTINASI İLE ÖĞRETİMİN BAŞARIYA, KAVRAM ÖĞRENMEYE VE BİLİŞÜSTÜ BECERİLERE ETKİSİ Fen bilgisi derslerinde anlamlı ve kalıcı öğrenmenin gerçekleştirilmesi için öğretme ve öğrenme ortamında farklı öğretme ve öğrenme yaklaşım, strateji ve yöntemleri kullanılır. Bu yaklaşım, strateji ve yöntemlerin yürütücüsü öğretme ve öğrenme teknikleridir. Bu tekniklerden biri de beyin fırtınasıdır. Bu araştırmada, beyin fırtınası ile işlenen fen bilgisi dersinin akademik başarıya, kavram öğrenmeye ve bilişüstü becerilere etkisi incelenmiştir. Araştırma 2004–2005 eğitim öğretim yılında İstanbul İli, Kadıköy ilçesindeki bir ilköğretim okulunun iki 7. sınıfında okuyan toplam 84 öğrenci ile yapılmıştır. Bu sınıflardan biri deney diğeri kontrol grubu olarak seçkisiz atama yapılmıştır. Kontrol grubunda dersler yapılandırmacı temelde düz anlatım, tebeşir-tahta, deney, soru cevap ve sorgulama gibi tekniklerle işlenmiş, deney grubunda ise bu tekniklerin yanında beyin fırtınası yapılmıştır. Araştırmada dört adet veri toplama aracı kullanılmıştır. Bunlar; bilgi testi, açık uçlu sorular, kavram haritası ve bilişüstü beceriler anketidir. Ölçekler ön-son olarak uygulanmıştır. Deney ve kontrol grupları akademik başarı, kavram öğrenme ve bilişüstü beceriler yönünden karşılaştırılmış, kullanılan tekniğin etkililiği ortaya konmaya çalışılmıştır. Elde edilen verilerin değerlendirilmesi bilgisayar ortamında “SPSS/ PC 10.0 for Windows” kullanılarak Ancova (kovaryans analizi), “t” testi ve içerik analizi yapılmıştır. Araştırma sonunda beyin fırtınası yapılan gruptaki öğrencilerin akademik başarıları ve kavram öğrenmelerindeki pozitif değişimin kontrol grubu öğrencilerinin başarıları ve kavram öğrenmelerinden daha yüksek olduğu görülmüştür. Ancak bilişüstü becerilerde her iki grupta da anlamlı bir gelişme görülmemiştir.
THE EFFECT OF TEACHING WITH BRAINSTORMING ON SUCCESS, CONCEPT LEARNING AND METACOGNITIVE SKILLS IN SCIENCE LESSON IN PRIMARY SCHOOLS In science lessons, to provide meaningful and long-term learning; various teaching-learning strategies, methods and techniques are used in the teaching-learning environment. These various strategies, methods and techniques are composed of teaching-learning techniques. One of these techniques is brainstorming. In this research, the effect of brainstorming in science lesson on academic achievement, concept learning and metacognitive skills has been analyzed. The research took place in a primary school in Kadıköy in İstanbul in 2004-2005 academic year with 84 students in two classes attending 7th grade. During the application one of these classes was randomly selected to comprise experimental group, the remaining was control group. Lessons were taught by lecturing, chalk-blackboard, experiments and inquiry in a constructivist way in both groups. Additionally, brainstorming was used in the experimental group. Four data collecting instruments were used in the research. These are achievement test, open ended questions, concept mapping and metacognitive skills inventory. These instruments were applied as pre-test and post-test. Control and experimental groups were compared by means of academic achievement, concept learning and metacognitive skills and the effectiveness of the technique used was tried to investigate. Research data were analyzed by using (SPSS/ PC 10.0 for Windows) Ancova , “t” test and content analyzing. As a result of the research, it was observed that the positive changing in academical achievement and concept learning of the students, who were instructed by brainstorming, were significantly higher than academical achievement and concept learning of the students of control group. But there is no significant development in metacognitive skills for both groups.
THE EFFECT OF TEACHING WITH BRAINSTORMING ON SUCCESS, CONCEPT LEARNING AND METACOGNITIVE SKILLS IN SCIENCE LESSON IN PRIMARY SCHOOLS In science lessons, to provide meaningful and long-term learning; various teaching-learning strategies, methods and techniques are used in the teaching-learning environment. These various strategies, methods and techniques are composed of teaching-learning techniques. One of these techniques is brainstorming. In this research, the effect of brainstorming in science lesson on academic achievement, concept learning and metacognitive skills has been analyzed. The research took place in a primary school in Kadıköy in İstanbul in 2004-2005 academic year with 84 students in two classes attending 7th grade. During the application one of these classes was randomly selected to comprise experimental group, the remaining was control group. Lessons were taught by lecturing, chalk-blackboard, experiments and inquiry in a constructivist way in both groups. Additionally, brainstorming was used in the experimental group. Four data collecting instruments were used in the research. These are achievement test, open ended questions, concept mapping and metacognitive skills inventory. These instruments were applied as pre-test and post-test. Control and experimental groups were compared by means of academic achievement, concept learning and metacognitive skills and the effectiveness of the technique used was tried to investigate. Research data were analyzed by using (SPSS/ PC 10.0 for Windows) Ancova , “t” test and content analyzing. As a result of the research, it was observed that the positive changing in academical achievement and concept learning of the students, who were instructed by brainstorming, were significantly higher than academical achievement and concept learning of the students of control group. But there is no significant development in metacognitive skills for both groups.