Merkezi Sinir Sistemi Konusunun Öğretiminde Teknoloji Destekli Drama Yöntemi Kullanılmasının Akademik Başarı ve Tutum Üzerine Etkisi

Year 2024, , 814 - 830, 31.10.2024

Meryem Konu Kadirhanoğulları , Seda Vural Aydın

https://doi.org/10.30831/akukeg.1441960

Abstract

Bu araştırmanın amacı teknoloji destekli drama yöntemi uygulamalarının öğrencilerin merkezi sinir sistemi konusuna ilişkin akademik başarılarına ve biyolojiye yönelik tutumuna etkisini incelemektir. Araştırmada nicel araştırma yöntemlerinden ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemini bir devlet üniversitesinde öğrenim gören biyoloji dersi alan uygun örnekleme yöntemi ile belirlenmiş 2 sınıfta öğrenim gören toplam 50 öğrenci oluşturmaktadır. Araştırma kapsamında ele alınan konular, kontrol grubunda geleneksel öğretim yöntemiyle deney grubunda ise teknoloji destekli drama yöntemi ile işlenmiştir Araştırmada veri toplama aracı olarak öğrencilerin akademik başarılarını ölçmek amacıyla, Akman (2023) tarafından geliştirilen “Akademik Başarı Testi” ve Geban, Ertepınar, Yılmaz, Altın ve Şahbaz (1994)’ de öğrencilerin kimyaya karşı tutumlarını tespit etmek amacıyla geliştirilen, Pekel (2005) tarafından biyoloji tutum ölçeği olarak modifiye edilen Biyoloji Tutum Ölçeği kullanılmıştır. Verilerin analizinde SPSS 22.0 paket programı kullanılmıştır. Araştırma sonucunda teknoloji destekli drama yöntemi ile gerçekleştirilen dersin, genel olarak öğrencilerin akademik başarılarını ve tutumlarını olumlu yönde artırdığı tespit edilmiştir

Keywords

Drama, Teknoloji Destekli Eğitim, Biyoloji Eğitimi, Akademik başarı, Tutum

The Effect of Using Technology-Assisted Drama Method in Teaching the Central Nervous System Subject on Academic Achievement and Attitude

Abstract

The aim of this research is to examine the effect of technology-supported drama method applications on students' academic achievements regarding the central nervous system and their attitudes towards biology. In the research, quasi-experimental design with pre-test post-test control group, one of the quantitative research methods, was used. The sample of the research consists of a total of 50 students studying in biology course at a state university, in 2 classes determined by the convenient sampling method. The subjects covered within the scope of the research were taught with the traditional teaching method in the control group and with the technology-supported drama method in the experimental group. As a data collection tool in the research, the "Academic Achievement Test" developed by Akman (2023) and Geban, Ertepınar, Yılmaz, Altın, were used to measure the academic achievements of the students. and the Biology Attitude Scale, developed by Şahbaz (1994) to determine students' attitudes towards chemistry and modified as a biology attitude scale by Pekel (2005), were used. SPSS 22.0 package program was used to analyze the data. As a result of the research, it was determined that the course carried out with the technology-supported drama method generally positively increased the academic success and attitudes of the students.

Keywords

Drama, Technology Supported Education, Biology Education, Academic success, Attitude

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