Bağlam Temelli Çizgi Romanın Altıncı Sınıf Öğrencilerin Temellendirilmiş Zihinsel Model Gelişimine Etkisi

Abstract

Araştırmada, bağlam temelli çizgi romanın altıncı sınıf öğrencilerin temellendirilmiş zihinsel model (TZM) gelişimine etkisi incelenmiştir. Yarı deneysel desene göre yürütülen araştırmaya 59 öğrenci dahil edilmiştir. Deney grubunda bağlam temelli çizgi roman (BTÇR) ile kontrol grubunda mevcut ders kitabı destekli dersler işlenmiştir. Veri toplama aracı olarak bağlam temelli elektriğin iletimi öğrenim durumları (BTÖDT) testi ön-son test olarak uygulanmıştır. Araştırma sonucunda deney grubunda tasarlanan öğrenme ortamının kontrol grubuna göre TZM gelişimine etkisinin daha fazla olduğu ve BTÇR’nin mevcut ders kitabına göre TZM gelişiminde etkili bir öğretim materyali olduğu sonucuna ulaşılmıştır. Araştırma sonuçlarına göre TZM teorisinin kullanarak öğrencilerin zihinsel model tespitinde pratik bir şekilde tespit edilebileceği ve öğrenme ortamlarını ona göre düzenlenebileceği önerilmiştir. Ayrıca BTÖDT ve BTÇR kullanımına ilişkin öneriler sunulmuştur.

Keywords

• Bağlam temelli öğrenme
• çizgi roman
• elektriğin iletimi
• temellendirilmiş zihinsel model.

The Effect of Context-based Comics on Sixth-Grade Students' Grounded Mental Model Development

Abstract

The research examined the effect of context-based comics on the grounded mental model (GMM) development of sixth-grade students. Fifty-nine students were included in the study, which was conducted with a quasi-experimental design. A context-based comic (CbC) was used to teach the experimental group, whereas the course was taught using existing textbooks in the control group. As a data collection tool, the context-based learning situations test (CbLST) for electrical conduction was applied as a pre-and post-test. As a result of the research, it was concluded that the learning environment designed in the experimental group had a greater effect on GMM development than the control group and that the CbC was an effective teaching material in GMM development compared with the current textbook. Based on these results, the use of CbCs and the determination of GMMs in science teaching should be increased. Recommendations have also been made regarding the use of CbLSTs.

Keywords

• Comic books
• conducting electricity
• context-based learning
• grounded mental model.

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