İlköğretim beşinci sınıf sosyal bilgiler dersinde uygulanan yansıtıcı düşünmeyi geliştirme etkinliklerinin akademik başarıya etkisi
Loading...
Date
2011-04-01
Authors
Ersözlü, Zehra Nur
Kazu, Hilal
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Yansıtıcı düşünme becerileri, bireyin düşünme ve öğrenme süreçlerine ilişkin farkındalığına ek olarak, bu süreçlerdeki zayıf ve güçlü yönleri belirlemesi ve geliştirmek için planlama yapmasını gerektiren bir tür kendini değerlendirme becerisidir. Bu düşünme becerisinin gelişimi öğrencilerin hem başarılarını arttırma hem de bireysel gelişimlerini sağlamada önemlidir. Bu araştırmanın amacı, yansıtıcı düşünmeyi geliştiren etkinliklerin ilköğretim beşinci sınıf öğrencilerinin Sosyal Bilgiler dersindeki akademik başarılarına etkisinin incelenmesidir. Araştırma öntestsontest kontrol gruplu desene göre hazırlanmış ve uygulanmıştır. Yansıtıcı düşünme becerilerinin geliştirilmesinde günlük tutma ve sorgulama stratejileri kullanılmıştır. Araştırma kapsamında geliştirilen akademik başarı ölçeği bilişsel alanın; bilgi, kavrama, uygulama ve analiz düzeylerini içeren sorulardan oluşturulmuştur. Araştırma bulgularına göre, yansıtıcı düşünmeyi geliştiren etkinlikler bilgi düzeyinde deney ve kontrol grupları arasında bir farklılığa yol açmazken, kavrama, uygulama ve analiz düzeylerinde anlamlı bir farklılık oluşturmuştur.
Reflective thinking skills are a kind of self-evaluating skill, which requires to plan for defining and developing one’s weak and strong aspects in his/her thinking and learning process and awareness of thinking/learning process. Developing of that thinking skill is important in increasing both students’ academic success and individual development. The aim of this study is to examine the effects of reflective thinking activities on the academic success of fifth grade primary social studies students. The research has been designed and applied as an experimental pattern based on the one-group pretest and final test model. In order to develop students’ reflective thinking skills, we have used self-questioning and keeping journal strategies and approaches. The academic success tests have been on knowledge, comprehension, application and analysis levels of the cognitive domain. The findings of the research showed that though there was no significant difference in terms of students’ academic success test on knowledge level between the experimental group whose reflective thinking skills were developed through different activities and the control group trained through the traditional education approach; but the test scores of the experimental group on comprehension, application and analysis questions, as well as their total scores, were significantly higher than the test scores of the control group.
Reflective thinking skills are a kind of self-evaluating skill, which requires to plan for defining and developing one’s weak and strong aspects in his/her thinking and learning process and awareness of thinking/learning process. Developing of that thinking skill is important in increasing both students’ academic success and individual development. The aim of this study is to examine the effects of reflective thinking activities on the academic success of fifth grade primary social studies students. The research has been designed and applied as an experimental pattern based on the one-group pretest and final test model. In order to develop students’ reflective thinking skills, we have used self-questioning and keeping journal strategies and approaches. The academic success tests have been on knowledge, comprehension, application and analysis levels of the cognitive domain. The findings of the research showed that though there was no significant difference in terms of students’ academic success test on knowledge level between the experimental group whose reflective thinking skills were developed through different activities and the control group trained through the traditional education approach; but the test scores of the experimental group on comprehension, application and analysis questions, as well as their total scores, were significantly higher than the test scores of the control group.
Description
Keywords
Yansıtıcı düşünme becerileri, Günlük tutma, Sorgulama, Akademik başarı, Reflective thinking skills, Keeping journal, Inquiry, Academic success
Citation
Ersözlü, Z.N. ve Kazu H. (2011). “İlköğretim beşinci sınıf sosyal bilgiler dersinde uygulanan yansıtıcı düşünmeyi geliştirme etkinliklerinin akademik başarıya etkisi”. Uludağ Üniversitesi Eğitim Fakültesi, 24(1), 141-159.