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Araştırma Yoluyla Öğretim Metodunun FarklıZihinsel Gelişim Dönemlerindeki Sınıf Öğretmenliği Öğrencilerinin Bilimsel İşlem Becerilerinin Gelişimine Etkileri

The Effects of Inquiry-Based Instruction on the Development of Integrated Science Process Skills in Trainee Primary School Teachers with Different Piagetian Developmental Levels

Journal Name:

  • Gazi Eğitim Fakültesi Dergisi

Publication Year:

  • 2004

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study was carried out to explore the effects of inquiry-based instruction in developing integrated science process skills of trainee primary school teachers with different Piagetian developmental levels. One hundred-three junior college students (male=30, female=73, age 18-20) from three intact classes participated in the study. Students were given three tests. First, Test of Integrated Process Skills II (TIPS II) was administered to assess preintegrated science process skills of students. Second, the Classroom Test of Formal Reasoning was administered to determine students’ Piagetian developmental levels (concrete, transitional, and formal). After pretesting, students in each intact class completed four activities developed on the basis of inquiry-based technique of teaching science to enhance science process skills. Finally, all students were given TIPS II as a posttest. Results of ANCOVA showed that the main effect of inquiry based instruction on integrated science process skills of students at the different developmental levels was significant. Analysis of pairwise comparison among developmental levels data revealed that the students at the formal level performed significantly better than the students at both concrete and transitional levels with respect to the acquisition of integrated science process skills. The results showed no significant difference between concrete and transitional students. The results of this study also indicate that formal students overscored concrete students in all subtests of post TIPS II. Formal students also overscored transitional students in the subtests 2 and 4 of TIPS II (Defining operationally and Interpreting & graphing data). The results of the present study also showed that there is no statistically significant difference between concrete and transitional students’ mean scores in subtests of post TIPS II. Based on the findings of the study some recommendations will be presented.
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Abstract (Original Language): 
Bu çalışmada, araştırma yoluyla öğretim metodunun farklızihinsel gelişim dönemlerindeki sınıf öğretmenliği öğrencilerinin bilimsel işlem becerilerinin gelişimine etkilerini belirlemek amaçlanmıştır. Çalışmanın örneklemini sınıf öğretmenliği 3. sınıfta okuyan üç gruptan toplam 103 öğrenci oluşturmaktadır (Erkek=30, Kız=73, Yaş: 19 ile 22 arası). Öğrencilere üç test uygulanmıştır. İlk olarak öğrencilerin ön bilimsel işlem becerilerini belirlemek için Bilimsel İşlem Becerileri Testi II (Test of İntegrated Process Skills II) uygulanmıştır. Daha sonra öğrencilerin zihinsel gelişim dönemlerini belirlemek için Mantıksal Düşünme Yetenek Testi uygulanmıştır. Ön-testlerin uygulanmasından sonra, üç gruptaki öğrenciler bilimsel işlem becerilerini geliştirmek amacıyla araştırma yoluyla öğretim metoduna göre tasarlanmışdört etkinliği tamamlamışlardır. Son olarak öğrencilerin bilimsel işlem becerilerini belirlemek için Bilimsel İşlem Becerileri Testi II son-test olarak tekrar uygulanmıştır. Ortak değişkenli varyans analizi (ANCOVA) sonuçları, araştırma yoluyla öğretim modelinin farklızihinsel gelişim evrelerindeki öğrencilerin bilimsel işlem becerilerinin gelişimindeki etkisinin istatistiksel olarak anlamlıgösterdiğini ortaya koymuştur. Farklızihinsel gelişim dönemlerindeki öğrencilerin son-test puan ortalamaları karşılaştırıldığında, Soyut işlem dönemindeki öğrencilerin son-test puan ortalamalarının hem somut işlem hem de geçişdönemindeki öğrencilerin son-test puan ortalamalarından istatistiksel olarak anlamlıbir şekilde yüksek olduğu görülmüştür. Fakat somut işlem ve geçişdönemindeki öğrencilerin son-test puan ortalamalarıarasında istatistiksel olarak anlamlıbir farklılık bulunmamıştır. Grupların testin alt boyutlarından aldıklarıpuan ortalamalarının analizleri sonucunda, soyut işlem dönemindeki öğrencilerin testin bütün alt boyutlarındaki puan ortalamalarının somut işlem dönemindeki öğrencilerin puan ortalamalarından yüksel olduğu görülmüştür. Soyut işlem dönemindeki öğrencilerin testin sadece iki alt boyutundaki puan ortalamalarının geçişdönemindeki öğrencilerin puan ortalamalarından yüksel olduğu görülmüştür. Soyut işlem ve geçişdönemi öğrencilerinin puan ortalamalarının karşılaştırılmasında testing altboyutlarının hiçbirinde farklılık gözlenmemiştir. Bu çalışmanın bulgularıdaha önce bu alanda yapılan çalışmaların sonuçlarıyla karşılaştırılmışve öğrencilerin bilimsel işlem becerilerini geliştirmek için bazı öneriler sunulmuştur.
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  • 3
275-290
  • English

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