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FEN BİLGİSİ ÖĞRETİMİNDE YAPILANDIRMACI ÖĞRENME YAKLAŞIMI

CONSTRUCTIVIST LEARNING APPROACH IN SCIENCE TEACHING

Journal Name:

  • Hacettepe Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2009

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Constructivism is not a new concept. It has its roots in philosophy and has been applied to sociology and anthropology, as well as cognitive psychology and education. The aim of this research is to reveal if there is a significant difference between the means of achievement and retention learning scores of constructivist learning approach applied group and conventional training approach applied group. Since an experimental research was treated, no population or sampling group process was stated. In the research, the pupils of sixth class, studying in Yunus Emre Elementary School at city center of Eskişehir, in spring term of 2005- 2006 academic year were chosen. Pre – test scores of experimental and control groups and the means of the scores of science lesson fall term of sixth class were evaluated and appropriate two classes were chosen. 6-A class was chosen as the experimental group and 6-B class was chosen as the control group at random. In this reseach, one of the experimental designs which provide quantiative data about the primary and secondary subproblems called “Pretest, Post- Test with Control Group Design” were implemented.
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Abstract (Original Language): 
Yapılandırmacılık yeni bir konu değildir. Kökeni felsefeye dayanır ve sosyoloji, antropoloji, bilişsel psikoloji ve eğitim üzerine uygulamaları yapılmıştır. Bu araştırmanın amacı, Fen bilgisi dersinin öğretiminde yapılandırmacı öğrenme yaklaşımının uygulandığı grubun başarı ve kalıcı öğrenme puanlarının ortalamaları ile geleneksel öğretimin uygulandığı grubun başarı ve kalıcı öğrenme puanlarının ortalamaları arasında anlamlı bir farkın olup olmadığını ortaya koymaktır. Deneysel araştırma yapıldığından evren ve örneklem tayinine gidilmemiştir. Araştırmada, 2005-2006 öğretim yılı bahar döneminde, Eskişehir ili merkezinde bulunan Yunus Emre İlköğretim Okulu 6. sınıfa devam eden öğrencilerden yararlanılmıştır. Deney ve kontrol gruplarının ön test puanları, 6. sınıf 1. dönem fen bilgisi dersi karne notu ortalamalarına bakılarak birbirine benzeyen iki sınıf seçilmiş, bunlardan 6-A sınıfı deney ve 6-B sınıfı kontrol grubu olarak belirlenmiştir. Araştırmada Birinci ve ikinci Alt problemle ilgili olarak nicel veriler sağlayan deneysel desenlerden “Kontrol Gruplu Ön Test-Son Test Deney Deseni” kullanılmıştır.
FULL TEXT (PDF): 
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  • 1
24-35
  • Turkish

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