Rehberli araştırma-sorgulama yaklaşımına uygun web destekli fen materyalinin etkililiğinin değerlendirilmesi: Z-kitap örneği
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Date
2018-04-27
Authors
Ormancı, Ümmühan
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Publisher
Uludağ Üniversitesi
Abstract
Teknolojideki gelişime ve bilgideki artışa paralel olarak öğrenme-öğretme ortamlarında da değişime gidilmiş, öğrencilerin süreç boyunca aktif ve kendi öğrenmelerinden sorumlu oldukları bir anlayış temel alınmaya başlamıştır. Bu duruma paralel olarak ülkemizde, fen bilimleri öğretim programlarında araştırma-sorgulamaya dayalı öğrenme yaklaşımı ve teknolojinin entegrasyonu önemli bir noktaya gelmiştir. Bu bağlamda web destekli ve araştırma-sorgulamaya dayalı öğretim yaklaşımını temel alan zenginleştirilmiş bir öğretim materyali tasarlanmasının alanyazın açısından önemli olacağı düşünülmüştür. Yapılan çalışmada; rehberli araştırma-sorgulama yaklaşımına uygun geliştirilen web destekli fen materyalinin (z-kitabın) uygulama sürecinin ve öğrenciler üzerindeki etkililiğinin değerlendirilmesi amaçlanmıştır. Çalışmada karma araştırmalardan çok aşamalı karma desen tercih edilmiştir. Öncelikle altıncı sınıf vücudumuzdaki sistemler ünitesine yönelik z-kitap geliştirilmiş ve üç farklı sınıfta üç öğretmenin bu materyali sınıflarında kullanması sağlanmıştır. Bu aşamada öğretmenlerin z-kitabı kullanma durumları; gözlem, araştırmacı günlükleri ve öğrenci materyalleri kullanılarak analiz edilmiştir. z-kitabın deneysel uygulamasında ise; ön test-son test kontrol gruplu yarı deneysel desen tercih edilmiştir. Çalışmaya 71'i deney, 84'ü kontrol grubunda olmak üzere 155 altıncı sınıf öğrencisi katılmıştır. Deney grubunda dersler z-kitaba, kontrol grubunda ise fen bilimleri öğretim programına uygun olarak sürdürülmüştür. Bu aşamada; nicel veri toplama aracı olarak "Kavramsal Anlama Testi", "Bilişim ve İletişim Becerileri Algı Ölçeği", "Sistem Düşünme Becerileri Testi", nitel veri toplama aracı olarak ise gözlem formu, öğrenci günlükleri, görüş anketi ve görüşmeler kullanılmıştır. Nicel veriler SPSS 23 programı ile analiz edilirken, nitel veriler betimsel veya içerik analizine tabi tutulmuştur. Çalışmanın sonucunda; z-kitabın uygulanma sürecinde, üç öğretmende farklılıklar olmasına karşın öğretmenlerin materyali etkin olarak uygulamaya çalıştıkları görülmüştür. Bu bağlamda z-kitabın öğretmenlere sunulması veya tanıtılmasından ziyade, öğretmenlerin materyalleri anlayıp uygulamamalarının daha önemli olduğu düşünülmektedir. Ayrıca z-kitabın uygulandığı deney grubundaki öğrencilerin kontrol grubuna göre; kavramsal anlamaları [F(1,152)=20.49, p<.05] ve sistem düşünme becerileri [F(1,152)=12.23, p<.05] üzerinde anlamlı bir farklılık oluşturduğu, ancak bilişim ve iletişim becerileri algı puanlarında [t(70)=-3.76, p<.05] anlamlı bir artışa sebep olmadığı anlaşılmıştır. Öğrencilerin kavramsal anlamalarındaki artışın temel nedeninin; z-kitabın hem zenginleştirilmiş çoklu ortam nesneleri içermesi hem de etkileşim özelliği barındırmasından kaynaklandığı düşünülmektedir. Sistem düşünme becerilerindeki değişimin ise materyalin özellikle animasyon, etkinlik ve araştırma sorularının; kavramlar arası ilişki kurmaya, olaylara bütüncül açıdan bakmaya, bunun yanında sistemdeki bir değişkenin yok olması veya eklenmesiyle sistemin nasıl değişeceğine anlamaya imkan tanımasından kaynaklandığı söylenebilir. Bununla birlikte bilişim ve iletişim becerilerinde bir artış olmasına karşın bu artışın anlamlı düzeyde olmamasının, öğrencilerin teknoloji çağında büyümeleri, genel olarak kendilerine ait tablet, bilgisayar, telefon gibi aletlere ve kendilerini ifade edecekleri fırsatlara sahip olmalarından dolayı bilişim ve iletişim becerilerine yönelik algılarının yüksek olmasından kaynaklandığı düşünülmektedir. Çalışmada elde edilen sonuçlara paralel olarak öğrencilerin bilişim ve iletişim becerileri üzerinde anlamlı bir farklılık elde edilememiş ve nicel ile nitel veriler arasında farklılıklar oluştuğu anlaşılmıştır. Bu konuda benzer ve derinlemesine çalışmaların yapılmasının alanyazın açısından önemli olacağı düşünülmektedir.
Parallel to the development in technology and the increase in knowledge, there has been a change in the learning environments, an understanding that students are active and responsible for their own learning throughout the process. In parallel with this situation, inquiry based learning approach and the integration of technology in science programs has come to an important point in our country. In this context, it is thought that the design of an enriched instructional material based on the web-assisted and inquiry-based learning approach will be important in terms of literature. In the study; it is aimed to investigate the application process of the web-assisted science material on guided inquiry approach, namely z-book and its effect on the students. In the study, multiphase mixed research design was used. Firstly, the z-book was developed for the units of systems in our body on the sixth class and three teachers were provided to use this material in their class. At this stage, the conditions of teacher's use of this material in their class was analyzed with observation, researcher journal and student materials. In the experimental application of z-book; quasi-experimental design with pre-test-post-test control group is preferred. 155 sixth grade students participated in the study, 71 in the control group and 84 in the control group. The lessons in the experimental group were maintained in accordance with the z-book and the lesson in the control group was carried out in accordance with the science curriculum. At this stage; "Conceptual Understanding Test", "Information and Communication Skills Perception Scale" and "System Thinking Skills Test" were used as quantitative data collection tools. In addition, observation form, student journals, opinion questionnaires and interviews were preferred as qualitative data collection tools in the study. While quantitative data were analyzed by SPSS 23 program, qualitative data were analyzed according to descriptive or content analysis. At the end of the study; while there were differences between the three teachers in the process of applying the z-book, it was seen that the teachers tried to apply the material effectively. In this context, it is thought that it is more important for the teachers to understand and apply the materials than to present or introduce the z-book to the teachers. In addition, it was understood that according to the control group of the students in the experiment group which z-book was applied; it is found that there is a significant difference on conceptual meaning [F(1,152)=20.49, p<.05] and system thinking ability [F(1,152)=12.23, p<.05], but information and communication skills perception scores did not cause a significant increase [t(70)=-3.76, p<.05]. It is thought that the main reason for the increase in conceptual understandings of students is the z-book contains both enriched multimedia objects and interactivity. It can be said that the change in the system thinking skills is caused by the possibility of the material, especially animation, experiment and inquiry questions. Because the material is allowed to establish relationships between concepts, to look at events in a holistic way, to undersand how the system will change by eliminating or adding a variable in the system. In this study despite the increase in information and communication skills, this increase is not significant due to students' high perception of information and communication skills. It is thought that the reason for this is due to the fact that students' growth in technology age, in general their own devices such as tablets, computers, telephones and have opportunities to express themselves. Parallel to the results obtained in the study; it was understood that there was not a significant difference in the information and communication skills of students and there were differences between quantitative and qualitative data. At this point, it is thought that similar and in-depth studies on this subject will be important in terms of literature.
Parallel to the development in technology and the increase in knowledge, there has been a change in the learning environments, an understanding that students are active and responsible for their own learning throughout the process. In parallel with this situation, inquiry based learning approach and the integration of technology in science programs has come to an important point in our country. In this context, it is thought that the design of an enriched instructional material based on the web-assisted and inquiry-based learning approach will be important in terms of literature. In the study; it is aimed to investigate the application process of the web-assisted science material on guided inquiry approach, namely z-book and its effect on the students. In the study, multiphase mixed research design was used. Firstly, the z-book was developed for the units of systems in our body on the sixth class and three teachers were provided to use this material in their class. At this stage, the conditions of teacher's use of this material in their class was analyzed with observation, researcher journal and student materials. In the experimental application of z-book; quasi-experimental design with pre-test-post-test control group is preferred. 155 sixth grade students participated in the study, 71 in the control group and 84 in the control group. The lessons in the experimental group were maintained in accordance with the z-book and the lesson in the control group was carried out in accordance with the science curriculum. At this stage; "Conceptual Understanding Test", "Information and Communication Skills Perception Scale" and "System Thinking Skills Test" were used as quantitative data collection tools. In addition, observation form, student journals, opinion questionnaires and interviews were preferred as qualitative data collection tools in the study. While quantitative data were analyzed by SPSS 23 program, qualitative data were analyzed according to descriptive or content analysis. At the end of the study; while there were differences between the three teachers in the process of applying the z-book, it was seen that the teachers tried to apply the material effectively. In this context, it is thought that it is more important for the teachers to understand and apply the materials than to present or introduce the z-book to the teachers. In addition, it was understood that according to the control group of the students in the experiment group which z-book was applied; it is found that there is a significant difference on conceptual meaning [F(1,152)=20.49, p<.05] and system thinking ability [F(1,152)=12.23, p<.05], but information and communication skills perception scores did not cause a significant increase [t(70)=-3.76, p<.05]. It is thought that the main reason for the increase in conceptual understandings of students is the z-book contains both enriched multimedia objects and interactivity. It can be said that the change in the system thinking skills is caused by the possibility of the material, especially animation, experiment and inquiry questions. Because the material is allowed to establish relationships between concepts, to look at events in a holistic way, to undersand how the system will change by eliminating or adding a variable in the system. In this study despite the increase in information and communication skills, this increase is not significant due to students' high perception of information and communication skills. It is thought that the reason for this is due to the fact that students' growth in technology age, in general their own devices such as tablets, computers, telephones and have opportunities to express themselves. Parallel to the results obtained in the study; it was understood that there was not a significant difference in the information and communication skills of students and there were differences between quantitative and qualitative data. At this point, it is thought that similar and in-depth studies on this subject will be important in terms of literature.
Description
Keywords
Kavramsal anlama, Rehberli araştırma-sorgulama, Sistem düşünme, Web destekli fen materyali, Z-kitap, Conceptual understanding, Guided inquiry based learning, System thinking, Web-assisted science material, Z-book (interactive e-book)
Citation
Ormancı, Ü. (2018). Rehberli araştırma-sorgulama yaklaşımına uygun web destekli fen materyalinin etkililiğinin değerlendirilmesi: Z-kitap örneği. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.