Yaşam temelli STEAM etkinliklerinin okul öncesi dönem altı yaş grubu çocuklarının yaratıcı düşünme becerisi üzerine etkisi
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Date
2023-12-14
Authors
Rusçuklu, Pınar
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu çalışma okul öncesi dönemde fen eğitimine yönelik geliştirilen yaşam temelli öğrenme yaklaşımı ile bütünleştirilen STEAM etkinliklerinin 6 yaş grubu çocukların yaratıcı düşünme becerileri üzerine etkisini incelemek amacıyla gerçekleştirilmiştir. Araştırmanın çalışma grubunu, 2021-2022 eğitim öğretim yılında Bursa ili Osmangazi ilçesinde bulunan bir devlet anaokuluna devam eden 14’ü deney ve 17’si kontrol olmak üzere31 çocuk oluşturmaktadır. Çalışmada karma araştırma yöntemlerinden iç içe gömülü desenin kullanılmıştır. Çocukların yaratıcı düşünme becerileri üzerindeki etkisini incelemek amacı ile nicel veri toplama aracı olarak Torrance Yaratıcı Düşünme Ölçeği Şekilsel A ve B Formları, nitel veri toplama araçları olarak ise yarı yapılandırılmış görüşme ve araştırmacı günlüğü kullanılmıştır. MEB (2013) kazanım ve göstergeleri kapsamında araştırmacı tarafından geliştirilen etkinlikler deney grubunda 7 hafta boyunca toplam 12 etkinlik şeklinde gerçekleştirilmiştir. Kontrol grubunda ise çocuklara kendi öğretmenleri rehberliğinde, 7 hafta boyunca toplam 12 etkinlik uygulanmıştır. Araştırma sürecinde toplanan nitel ve nicel veriler ayrı ayrı analiz edilerek elde edilen sonuçlar birlikte yorumlanmıştır. Sonuç olarak, yaşam temelli öğrenme yaklaşımı ile bütünleştirilen STEAM etkinliklerinin çocukların yaratıcı düşünme becerileri üzerine katkı sağladığı, grupların son test yaratıcı düşünme puan ortalamaları arasında deney grubu lehine istatistiksel olarak anlamlı bir farklılık oluştuğu tespit edilmiştir. Yarı yapılandırılmış görüşme bulguları deney grubunda yer alan çocukların yaratıcı düşünme becerisinin gelişim gösterdiğini ve uygulanan etkinlikler hakkında olumlu duygulara sahip olduklarını ortaya koymuştur. Araştırmacı günlüğü bulgularına göre aktif çocukların pasif çocuklara nazaran daha yaratıcı oldukları, sorumluluk almaktan kaçınmadıkları, gözlem becerilerinin ve yaratıcı düşünme becerilerinin geliştiği ve çocukların ilgisinin arttığı tespit edilmiştir.
This study was carried out to examine the effect of STEAM activities integrated with the context based learning approach developed for pre-school science education on the creative thinking skills of 6 year old children. The study group of the research consists of 31 children, 14 of whom are experimental and 17 of whom are control, who attend a public kindergarten in Osmangazi district of Bursa province in the 2021-2022 academic year. Nested embedded design, one of the mixed research methods, was used in the study. In order to examine the effect on children's creative thinking skills, Torrance Creative Thinking Scale Formal A and B Forms were used as quantitative data collection tools, and semi-structured interviews and researcher diaries were used as qualitative data collection tools. The activities developed by the researcher within the scope of MEB (2013) achievements and indicators were carried out in the experimental group as a total of 12 activities for 7 weeks. In the control group, a total of 12 activities were applied to the children for 7 weeks under the guidance of their teachers. The quantitative data of the research were analyzed with the SPSS 26 package program, and the qualitative data were analyzed with descriptive methods. The qualitative and quantitative data collected during the research process were analyzed Seperately and the results were interpreted together. As a result, it was determined that STEAM activities integrated with the context-based learning approach contributed to children's creative thinking skills, and there was a statistically significant difference between the post-test creative thinking score averages of the groups in favor of the experimental group. Semi-structured interview findings revealed that the creative thinking skills of the children in the experimental group improved and they had positive feelings about the activities implemented. According to the researcher's diary findings, it was determined that active children were more creative than passive children, they did not avoid taking responsibility, their observation skills and creative thinking skills improved, and children's interest increased.
This study was carried out to examine the effect of STEAM activities integrated with the context based learning approach developed for pre-school science education on the creative thinking skills of 6 year old children. The study group of the research consists of 31 children, 14 of whom are experimental and 17 of whom are control, who attend a public kindergarten in Osmangazi district of Bursa province in the 2021-2022 academic year. Nested embedded design, one of the mixed research methods, was used in the study. In order to examine the effect on children's creative thinking skills, Torrance Creative Thinking Scale Formal A and B Forms were used as quantitative data collection tools, and semi-structured interviews and researcher diaries were used as qualitative data collection tools. The activities developed by the researcher within the scope of MEB (2013) achievements and indicators were carried out in the experimental group as a total of 12 activities for 7 weeks. In the control group, a total of 12 activities were applied to the children for 7 weeks under the guidance of their teachers. The quantitative data of the research were analyzed with the SPSS 26 package program, and the qualitative data were analyzed with descriptive methods. The qualitative and quantitative data collected during the research process were analyzed Seperately and the results were interpreted together. As a result, it was determined that STEAM activities integrated with the context-based learning approach contributed to children's creative thinking skills, and there was a statistically significant difference between the post-test creative thinking score averages of the groups in favor of the experimental group. Semi-structured interview findings revealed that the creative thinking skills of the children in the experimental group improved and they had positive feelings about the activities implemented. According to the researcher's diary findings, it was determined that active children were more creative than passive children, they did not avoid taking responsibility, their observation skills and creative thinking skills improved, and children's interest increased.
Description
Keywords
Okul öncesi, STEAM, Yaratıcı düşünme becerisi, Yaratıcılık, Yaşam temelli öğrenme yaklaşımı, Pre-school, Creative thinking skills, Creativity, Context- based learning approach
Citation
Rusçuklu, P. (2024). Yaşam temelli STEAM etkinliklerinin okul öncesi dönem altı yaş grubu çocuklarının yaratıcı düşünme becerisi üzerine etkisi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.