Sosyal Bilgiler Dersinde Uygulanan Probleme Dayalı Öğrenmenin Öğrencilerin Günlük Yaşamına Yansıma Durumu

Abstract

Sosyal bilgiler dersinde uygulanan probleme dayalı öğrenmenin öğrencilerin günlük yaşamına yansıma durumunu konu edinen bu araştırma, araştırmacının 2021 yılında tamamladığı doktora tezinin (Bayram, 2021) sonuçlarının 2022 yılında hala güncel olup olmadığını incelemeyi amaçlamaktadır. Bu araştırma, tezin deneysel sürecinin bitiminden bir yıl sonra ayrı bir araştırma olarak 2022 yılında gerçekleştirilmiştir. Araştırma durum çalışması olarak yürütülmüştür. Araştırmanın katılımcı grubu amaçlı örnekleme yöntemlerinden ölçüt örneklemesi kullanılarak oluşturulmuştur. Araştırmanın katılımcı grubunda bir sosyal bilgiler öğretmeni, 10 öğrenci ve söz konusu öğrencilerin velileri yer almıştır. Araştırmanın verileri gözlem ve görüşme teknikleri kullanılarak toplanmıştır. Gözlem verilerini toplamak için bir kontrol listesi, görüşme verilerini toplamak için ise iki adet yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin çözümlenmesinde betimsel analiz tekniği kullanılmıştır. Araştırma sonunda, tezin deneysel sürecinde öğrencilere kazandırılan girişimcilik, beceri, değer ve diğer özelliklerin, tezin deneysel sürecinin bitiminden bir yıl sonra bile öğrencilerin günlük yaşamlarına büyük ölçüde yansıdığı tespit edilmiştir. Araştırmada ulaşılan sonuçlara bağlı olarak çeşitli öneriler geliştirilmiştir.

Keywords

• sosyal bilgiler dersi
• probleme dayalı öğrenme
• Günlük yaşam

Reflection of Problem-Based Learning Applied in Social Studies Course on Students' Daily Life

Abstract

This research, which focuses on the reflection of problem-based learning applied in social studies course on students' daily life, aims to examine whether the results of the researcher's PhD dissertation (Bayram, 2021) completed in 2021 are still valid in 2022. This research was conducted one year after the end of the experimental process of the dissertation as a separate research. The research was conducted as a case study. The participant group consisted of one social studies teacher, 10 students, and the parents of those students. The data were collected through observation and interview techniques. A checklist was used to collect observation data, and two semi-structured interview forms were used to collect interview data. The data were analyzed with descriptive analysis technique. At the end of the research, it was determined that the entrepreneurship, skills, values, and other effective characteristics that the students gained during the experimental process of the PhD dissertation were largely reflected in students' daily lives even one year after the end of the experimental process of the dissertation. Depending on the results of the research, various recommendations were developed.

Keywords

• social studies course
• problem-based learning
• Daily life

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