Publication: The effect of the project practices improved with four question strategy to science process skills
Abstract
Fen eğitiminde, özellikle son yıllarda, bilimsel süreç becerilerinden başlayarak araştırma, sorgulama, problem çözme, proje geliştirme ve bunları yaparken de yaratıcılık ortaya koyma becerileri öğrencilerden beklenmektedir. Ancak proje sorusu bulmada ve bu sorularla mevcut programdaki becerileri kazandırmada hem öğretmenler hem de öğrenciler için zorluklarla karşılaşılmaktadır. Bu nedenle son çalışmalar öğrenciler ve öğretmenlere proje tasarlamada rehberlik edecek stratejiler geliştirme üzerinde yoğunlaşmaktadır. Bu stratejilerden biri de dört soru stratejisine göre proje uygulamalarıdır.Bu çalışmada fen ve teknoloji ve matematik öğretmenleri ile ilköğretim öğrencilerinin bilimsel süreç becerilerine dört soru stratejisiyle proje geliştirmenin etkisini incelemek amaçlanmıştır. Çalışma grubunu lisansüstü programında öğrenim gören 14 öğretmen ve bu öğretmenlerin çalıştıkları dört okuldaki 111 ilköğretim 2. kademe öğrencileri oluşturmaktadır. Çalışmanın deseni zenginleştirilmiş desen olarak belirlenmiştir. Bu doğrultuda verilerin toplanması ve değerlendirilmesi nicel ve nitel araştırma teknikleri kullanılarak yapılmıştır. Çalışma sonucunda dört soru stratejisiyle proje uygulamalarının her iki çalışma grubunun bilimsel süreç becerilerinde de olumlu etkisinin olduğu bulunmuştur.
Nowadays, expected skills from students in science education are different. These skills are , starting from the scientific process skills, research skills, questioning, problem solving, project development and to put forth creativity while making them. However, it encounters difficulties for both teachers and students about finding the project subject and gaining the skills available in the program with these project subjects. For this reason, recent studies concentrates on improving strategies which will guide teachers and students on finding the project subject . One of these strategies is the project applications according to the strategy of the four questions. In this study, it is aimed that to examine the effect of project development strategy of the four questions on the scientific process skills of science teachers and elementary students. The study group is the combination of 14 teachers studying in the graduate programme and 111 level 2 elementary school students in the four school that these teachers worked. The pattern of the study is determined as enriched pattern. In this respect, data collection and evaluation was carried out using quantitative and qualitative research techniques. As a result of work, it is found that project implementation with the strategy of the four questions has a positive effect on the scientific process skills of each working group.
Nowadays, expected skills from students in science education are different. These skills are , starting from the scientific process skills, research skills, questioning, problem solving, project development and to put forth creativity while making them. However, it encounters difficulties for both teachers and students about finding the project subject and gaining the skills available in the program with these project subjects. For this reason, recent studies concentrates on improving strategies which will guide teachers and students on finding the project subject . One of these strategies is the project applications according to the strategy of the four questions. In this study, it is aimed that to examine the effect of project development strategy of the four questions on the scientific process skills of science teachers and elementary students. The study group is the combination of 14 teachers studying in the graduate programme and 111 level 2 elementary school students in the four school that these teachers worked. The pattern of the study is determined as enriched pattern. In this respect, data collection and evaluation was carried out using quantitative and qualitative research techniques. As a result of work, it is found that project implementation with the strategy of the four questions has a positive effect on the scientific process skills of each working group.