Modellemeye Dayalı Öğretimin Bilişüstü Farkındalık, Tutum Ve Kavramsal Anlamaya Etkisi

Year 2016, Volume: 7 Issue: 13, 61 - 104, 01.12.2016

Gül Ünal Çoban , Merve Kocagül Sağlam , Gonca Solmaz

Abstract

Bu çalışmada, modellemeye dayalı yürütülen Fen ve Teknoloji dersi “Ses” ünitesinin öğrencilerin
bilişüstü farkıdalıklarına, fen ve teknoloji dersine yönelik tutumlarına ve ses konusundaki kavramsal
anlamalarına etkisi incelenmiştir. İzmir ilindeki bir ilköğretim okulunun 8. Sınıflarıyla gerçekleştirilen
ve yaklaşık 3,5 hafta süren uygulamada deney ve kontrol grupları ile çalışılmıştır. Deney sınıfında
dersler modellemeye dayalı olarak işlenirken, kontrol sınıfında mevcut programa uygun olarak
işlenmiştir. Veriler, Bilişüstü Ölçeği, Fen ve Teknoloji Tutum Ölçeği ve Ses konusunda Kavramsal
Anlama Soruları ile toplanmıştır. Deney grubundaki öğrencilere ayrıca Bilişüstüne yönelik Açık Uçlu
Sorular da ön ve son test olarak uygulanmıştır. Bilişüstü ve Tutum ölçekleri ile kavramsal anlama
sorularının analizi istatistik programı kullanılarak yapılmıştır. Açık uçlu soruların analizinde ise içerik
analizi yapılmıştır. Öğrencilerin bilişüstü farkındalık profilleri farklı açılardan sorunlu noktalara işaret
ederken, araştırma sonunda bilişüstü farkındalık ve fen ve teknolojiye yönelik tutumlarda her iki grup
arasında anlamlı fark görülmezken; kavramsal anlama açısından deney grubu lehine anlamlı gelişme
izlenmiştir.

Keywords

Modellemeye dayalı öğretim, fen eğitimi, bilişüstü farkındalık, kavramsal anlama, ses.

The Effect of Model Based Teaching on Metacognitive Awareness, Attitudes and Conceptual Understanding

Abstract

In this study, the effect of model based teaching of “sound” unit on students' metacognitive
awareness, attitudes toward science and technology course and conceptual understanding was
examined. The research was conducted with experimental and control groups and lasted for 3,5
weeks. The experimental group received model based courses whereas the control group received
regular science education both based existing curriculum. Data were collected by using Metacognition
Scale, Attitudes toward Science and Technology Course Scale and Conceptual Understanding
Questions. Additionally, Open-ended Questions for Metacognition was implemented to experimental
group as pre and post test. According to results, no significant differences were observed between
both groups' metacognitive awareness and attitudes toward science and technology course. However,
the experimental group’s conceptual understanding was significantly improved.

Keywords

Model based teaching, science education, metacognitive awareness, conceptual understanding, sound.

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