5E Öğrenme Döngüsü ve Çoklu Zekâ Kuramının 9. Sınıf Öğrencilerinin Kimyasal Özellikler Ünitesi Üzerindeki Başarılarına, Kimya Dersine Olan Tutumlarına ve Motivasyonlarına Etkisi

Abstract

Bu çalışmanın amacı 5E öğrenme döngüsü modeli ve çoklu zekâ kuramını temelli öğretimlerin öğrencilerin kimyasal özellikler ünitesinin kavramları üzerindeki başarılarına, hatırlama düzeylerine, kimya dersine karşı tutumlarına ve kimya öğrenmeye yönelik motivasyon bileşenlerine etkisini geleneksel öğretim metodu ile karşılaştırmalı olarak araştırmaktır. Araştırma 151 (69 erkek, 82 kız) dokuzuncu sınıf öğrencisi ile yürütülmüştür. Araştırmada eşit olmayan kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışmada veri toplama araçları olarak, uygulama öncesi ve sonrasında öğrencilere kimyasal özellikler başarı testi, kimyaya yönelik tutum ölçeği ve kimya motivasyon ölçeği uygulanmıştır. Tanımlayıcı ve çıkarımsal istatistiksel analiz ile araştırmanın verileri çözümlenmiştir. Araştırmanın sonuçları, 5E öğrenme döngüsü ve çoklu zekâ teoremi temelli öğretimin öğrencilerin kimyasal özellikler ünitesi kavramları üzerine başarına, hatırlama düzeylerine, kendilerinin kimyaya olan tutum ve kimyayı öğrenmeye yönelik bazı motivasyon bileşenlerini bakımından geleneksel öğretim metoduna kıyasla daha etkili olduğunu göstermiştir. Öğrencilerin kaygı ve öz-yeterlilik ortalamaları bakımından ise gruplar arasında herhangi bir farklılık yoktur. Çalışmanın bulguları ve önerileri tartışılmıştır.

Keywords

• Kimya eğitimi
• Tutum
• Motivasyon

The Effect of 5E Learning Cycle and Multiple Intelligence Approach on 9th Grade Students’ Achievement, Attitude, and Motivation toward Chemistry on Unit of Chemical Properties

Abstract

This research was aimed to investigate the effectiveness of the based 5E learning cycle model (LCM) and Gardner's multiple intelligence theory instructions (MIT) on students’ achievement, retention level on the unit of chemical properties concepts, their attitude towards chemistry, and constructs of motivation to learn chemistry when compared with traditional instruction method (TIM). A total number of 151 ninth graders (69 male and 82 female) participated in the study. The research design was non-equivalent control group design as a type of quasi-experimental design. The chemical properties achievement test, attitude scale toward chemistry, and chemistry motivation questionnaire were applied to all groups before and after the application process. The descriptive and inferential statistics analysis was conducted to analyze the data of this investigation. The findings of the study depicted that the 5E LCM and MIT were positively effective than TIM regarding students’ achievement and retention level on unit of chemical properties concepts and their attitude toward chemistry and some constructs of motivation to learn chemistry. However, there were no differences between groups about mean of students’ self-efficacy and anxiety. Results and implications of the study were discussed.

Keywords

• Chemistry education
• Attitude
• Motivation

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