Beyin temelli öğrenmenin fen bilimleri dersinde öğrencilerin akademik başarıları ve başarıya yönelik duyguları üzerine etkisi
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Date
2018-12-28
Authors
Üçüncü, Gökşen
Sakız, Gönül
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Beyin temelli öğrenme, öğrenme sürecinde duyular kadar duyguların da önemini ele alan yaklaşımlardandır. Bu çalışmada, beyin temelli öğrenmeye uygun olarak tasarlanmış bir öğrenme ortamında gerçekleştirilen fen bilimleri dersinin, ilkokul öğrencilerinin akademik başarıları, başarı duygularından dersten zevk alma, dersten sıkılma ve dersten endişe duyma düzeyleri üzerine etkisinin incelenmesi amaçlanmıştır. Cinsiyete bağlı potansiyel farklılaşmalar da ayrıca incelenmiştir. Araştırma deney ve kontrol gruplu yarı deneysel desenin nitel veriler ile desteklendiği karma desene göre tasarlanmıştır. Çalışma, 2015-2016 yılı güz döneminde İstanbul ili Beykoz ilçesinde yer alan bir devlet ilkokulundaki iki dördüncü sınıfın fen bilimleri dersi Maddeyi Tanıyalım Ünitesi’nde toplam 68 öğrenci üzerinde gerçekleştirilmiştir. Nicel veriler Split-plot ANOVA; nitel veriler ise içerik analizi ile analiz edilmiştir. Çalışma sonucunda, deney ve kontrol grupları arasında akademik başarı düzeyinde deney grubu lehine anlamlı bir farklılaşma bulunmuştur. Dersten zevk alma düzeyinde anlamlı bir farklılaşma tespit edilemezken, dersten sıkılma ve endişe duyma düzeylerinde ise deney grubu lehine negatif yönde anlamlı bir farklılaşma tespit edilmiştir. Deney grubu öğrencilerinde cinsiyet değişkenine bağlı yapılan analizde, dersten sıkılma ve endişe duyma düzeylerinde anlamlı bir değişim bulunmazken, dersten zevk alma düzeyinde erkek öğrenciler lehine pozitif yönde bir farklılaşma tespit edilmiştir. Bu sonuç nitel veriler ile detaylandırıldığında, genel olarak öğrencilerin dersleri eğlenceli bulmakla birlikte bazı kız öğrencilerin sınıf ortamını düzensiz buldukları, sıra düzeni olan sınıf ortamını daha olumlu gördükleri ve bunun sonucu olarak ortamdan hoşlanmadıkları; erkek öğrencilerin ise sınıf içindeki hareketli ortamdan hoşlandıkları sonucuna varılmıştır. Bununla birlikte hem kız hem erkek öğrenciler öğrenme ortamının etkileşim odaklı olduğuna, öğretmenin olumlu bir sınıf iklimi oluşturduğuna ve ders içindeki etkinliklerin zorlayıcı ancak başarılabilir olduğuna yönelik görüş bildirmişlerdir. Bu durumun deney grubundaki öğrencilerin dersten sıkılma ve endişe duyma düzeylerinin düşük olmasına katkı sağladığı düşünülmektedir.
Brain-based learning is one of the approaches addressing the importance of emotions as much as senses in the learning process. The purpose of this study was to examine the effect of brain-based learning environment on elementary school students’ academic achievement and achievement emotions-enjoyment, anxiety, and boredom- in a science course. Potential gender differences were also examined. The research was designed as a quasi-experimental control group design supported by qualitative data. The study was carried out in the Properties of Matter Unit in the science course in the fall semester of 2015-2016 academic year with the participation of 68 fourth-grade students in two classes in a state primary school located in Beykoz, Istanbul. Split-plot ANOVA and content analysis were used for the analyses of the quantitative and the qualitative data. The results showed that there was a significant difference in the academic achievement levels of the students between groups, in favor of the experimental group. Although, there was no significant difference in the enjoyment levels of the students in both groups, boredom and anxiety levels were significantly different in the negative direction, favoring the experimental group. In terms of gender differences in the experimental group, while there were no significant changes in boredom and anxiety levels of both genders, academic enjoyment levels significantly differed in the positive direction, favoring boys. Elaborating this finding with the qualitative data showed that even though all students enjoyed the course, female students perceived the classroom environment irregular and preferred highly structured classroom environments, and, hence reported dislike for the present environment. Male students, on the other hand, were found to be satisfied with the dynamic nature of the classroom environment. However, both male and female students reported that the learning environment was interaction-oriented, the teacher structured a positive classroom climate, and the tasks in the class were compelling but achievable at the same time. It was considered that these learning conditions may have prevented the increase in students’ boredom and anxiety levels in the experimental group.
Brain-based learning is one of the approaches addressing the importance of emotions as much as senses in the learning process. The purpose of this study was to examine the effect of brain-based learning environment on elementary school students’ academic achievement and achievement emotions-enjoyment, anxiety, and boredom- in a science course. Potential gender differences were also examined. The research was designed as a quasi-experimental control group design supported by qualitative data. The study was carried out in the Properties of Matter Unit in the science course in the fall semester of 2015-2016 academic year with the participation of 68 fourth-grade students in two classes in a state primary school located in Beykoz, Istanbul. Split-plot ANOVA and content analysis were used for the analyses of the quantitative and the qualitative data. The results showed that there was a significant difference in the academic achievement levels of the students between groups, in favor of the experimental group. Although, there was no significant difference in the enjoyment levels of the students in both groups, boredom and anxiety levels were significantly different in the negative direction, favoring the experimental group. In terms of gender differences in the experimental group, while there were no significant changes in boredom and anxiety levels of both genders, academic enjoyment levels significantly differed in the positive direction, favoring boys. Elaborating this finding with the qualitative data showed that even though all students enjoyed the course, female students perceived the classroom environment irregular and preferred highly structured classroom environments, and, hence reported dislike for the present environment. Male students, on the other hand, were found to be satisfied with the dynamic nature of the classroom environment. However, both male and female students reported that the learning environment was interaction-oriented, the teacher structured a positive classroom climate, and the tasks in the class were compelling but achievable at the same time. It was considered that these learning conditions may have prevented the increase in students’ boredom and anxiety levels in the experimental group.
Description
Keywords
Beyin temelli öğrenme, Akademik başarı, Başarı duyguları, Cinsiyet, Karma desen, Brain based learning, Academic achievement, Achievement emotions
Citation
Üçüncü, G. ve Sakız G. (2018). “Beyin temelli öğrenmenin fen bilimleri dersinde öğrencilerin akademik başarıları ve başarıya yönelik duyguları üzerine etkisi”. Uludağ Üniversitesi Eğitim Fakültesi, 32(1), 345-378.