Proje Yaklaşımına Dayalı Eğitimin Altı Yaş Çocukların Bilişsel Yetenek ve Bilimsel Süreç Becerilerine Etkisi

Year 2023, Volume: 52 Issue: 1, 71 - 98, 30.04.2023

Şermin Metin Neriman Aral Halil Uzun Nezahat Hamiden Karaca

https://doi.org/10.14812/cuefd.1079732

Abstract

Bu çalışmanın amacı, proje yaklaşımına dayalı eğitimin altı yaş çocukların bilişsel yetenek ve bilimsel süreç becerilerine etkisini belirlemektir. Çalışmada, ön test-son test-kalıcılık testi kontrol gruplu yarı deneysel desen benimsenmiştir. Çalışmaya öğretmen ve yönetici görüşlerine göre benzer özellikte olan, basit tesadüfî örnekleme yoluyla belirlenen iki anaokulu dâhil edilmiştir. Çalışmada veri toplam aracı olarak Genel Bilgi Formu, çocukların bilişsel yeteneklerini belirlemek amacıyla Bilişsel Yetenek Testi Form-6 ve Bilimsel Süreç Becerileri Testi kullanılmıştır. Elde edilen verilerin analizinde bağımlı gruplar t-testi kullanılmıştır. Araştırma sonucunda uygulanan proje yaklaşımına dayalı eğitimin deney grubu çocukların lehine bilişsel yetenek ve bilimsel süreç becerileri üzerinde anlamlı bir farkın olduğu, deney grubundaki çocukların son test ve kalıcılık testi puan ortalamaları arasında farklılığın anlamlı olmadığı ve uygulanan eğitimin etkisinin devam ettiği saptanmıştır.

Keywords

Proje Yaklaşımı, Bilişsel Yetenek, Bilimsel Süreç Becerileri, Okul Öncesi Eğitim, Çocuk Gelişimi

The Effects of Project Approach-Based Education on Cognitive Abilities and Scientific Process Skills of Six-Years Children

Abstract

The aim of this study was to determine the effect of project approach-based education on cognitive abilities and scientific process skills of six-years children. A pretest-posttest-retention test control group quasi- experimental design was implemented in this study. Two kindergartens were involved, determined by simple random sampling and with similar features according to teacher and director views. In order to collect data, General Information Form, Cognitive Ability Test Form-6 to identify children's cognitive abilities, and Scientific Process Skills Test were utilized. At the end of this study, it was found that the project approach-based education administered caused a significant difference in cognitive ability and scientific process skills in favor of the experimental group of children and had a middle effect size. The difference between the post-test and retain test mean scores of the children in the experimental group were insignificant, and the effect of the applied education continued.

Keywords

Project Approach, Cognitive Ability, Scientific Process Skills, Pre-school Education, Child Development

References

• Alacapınar, F. (2008). Effectiveness of project-based learning. Eurasian Journal of Educational Research, 32, 17-35.
• Aiello, M. (2002). Spatial reasoning: theory and practice. Dissertation Thesis, Institute for Logic, Language and Computation, Amsterdam University, Amsterdam, Retiveted http://www.cs.rug.nl/~aiellom/publications/aielloPHDThesis.pdf.
• Aral, N., Kandir, A., Ayhan, A. B., & Yaşar, M. C. (2010). The influence of project-based curricula on six-year-old preschoolersʼ conceptual development. Social Behavior and Personality: An International Journal, 38(8), 1073-1079. doi:10.2224/sbp.2010.38.8.1073.
• Atkinson, R.L., Atkinson, R.C., Smith, E.E., Bem, D.J. & Nolen-Holeksema, S. (2008). Psikolojiye Giriş. Ankara: Arkadaş.
• Bell, S. (2010). Project- based learning forthe 21st. century: Skills for the future. The Cleaning House on Early Education and Parenting, (83), 39-43.
• Beneke, S. and Ostrosky, M.M. (2009). Teacher wievs of the efficacy of ıncorporating the Project approach into clasroom practice with diverse learning. Early Childhood Research and Practice, 11(1). http://ecrp.uiuc.edu/v11n1/ostrosky.html., Erişim tarihi: 16.03.2019.
• Bereiter, C., & Scardamalia, M. (1999). Process and product in PBL research. Toronto: Ontario Institutes for Studies in Education/University of Toronto.
• Bıçakçı, M. Y., & Gürsoy, F. (2010). Proje Yaklaşımına Dayalı Eğitimin Altı Yaş Çocuklarının Gelişimine Etkisinin İncelenmesi. Kastamonu Eğitim Dergisi, 18(1), 307-316.
• Boaler, J. (1997). Experiencing school mathematics; Teaching styles, sex, and settings. Buckingham, UK: Open University Press.
• Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovation in learning: New environments for education (pp. 289–325). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
• Bryson, E. (1994). Will a project approach to learning provide children opportunities to do purposeful reading and writing, as well as provide opportunities for authentic learning in other curriculum areas? Early Childhood Education. ERIC Digest ED 392513.
• Büyüköztürk, Ş. (2008). Veri analizi el kitabı. Ankara: Pegem.
• Camilli, G., Vargas, S., Ryan, S., & Barnett, S. (2009). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112(3), 579-620.
• Capraro, R.M. & Slough, S.W. (2009). Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Sense Publisher, 209 p., Rotterdam.
• Chaille, C. & Brittain, L. (1997). The young child as scientist: A constructivist approach to early childhood science education. Childhood, 1997, 400: 173.
• Chambers, B., Cheung, A. C., & Slavin, R. E. (2016). Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review. Educational Research Review, 18, 88-111.
• Clark, A. M. (2006). Changing Classroom Practice to Include the Project Approach. Early Childhood Research & Practice, 8(2), n2.
• Cocco, S. (2006). Student leadership development: the contribution of project-based learning. Unpublished Master’s thesis. Royal Roads University, Victoria, BC.
• Cohen D. (2013). How the child’s minds develop develops. New York 2013.
• Cohn, A. G., & Hazarika, S. M. (2001). Qualitative spatial representation and reasoning: An overview. Fundamenta Informaticae, 46(1-2), 1-29.
• Charlesworth, R., & Lind, K. K. (2012). Math and science for young children. Belmont, CA: Wadsworth Cengage Learning.
• Cowan, N., Ricker, T. J., Clark, K. M., Hinrichs, G. A., & Glass, B. A. (2015). Knowledge cannot explain the developmental growth of working memory capacity. Developmental Science, 18(1), 132-145.
• de Chantal, P. L., Gagnon‐St‐Pierre, É., & Markovits, H. (2020). Divergent Thinking Promotes Deductive Reasoning in Preschoolers. Child Development, 91(4), 1081-1097.
• Dejonckheere, P. J., De Wit, N., Van de Keere, K., & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. European Journal of Educational Research, 5(3), 149-164.
• Demetriou, A. (2004). Mind, intelligence and development: A cognitive, differential, anddevelopmental theory of intelligence. In A. Demetriou & A. Raftopoulos (Eds.),Cog-nitive developmental change: Models, methods, and measurement (pp. 21–73). Cambridge: Cambridge University Press.
• Demirel, Ö. (2003). Kuramdan uygulamaya eğitimde program geliştirme. Pegem Yayıncılık, 367s., Ankara.
• Dixon, B. (2001). Purposeful learning: A study of water. Early Childhood Research and Practice, 3(2)., Erişim tarihi: 19.10.2019.
• Doppelt, Y. (2003). Implementation and assessment of Project-based learning in a flexible environment. International Journal of Technology and Design Education. Academic Publisher, (13), 255-272.
• Dresden, J. & Lee, K. (2011). The Effects of project work a first- grade classroom: A little goes a long way. 9(1), http://ecrp.uiuc.edu/v9n1/dresden.html., Erişim tarihi: 21.12.2019.
• Eggers, T., (2007). Hands-on science for young children. http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=431
• Elizondo, L., & Valencia, L. (2006). The birds and their nests project. Early Childhood Research & Practice, 8(1), n1.
• Gallick, B., & Lee, L. (2009). " Cheesy Pizza": The Pizza Project. Early Childhood Research & Practice, 11(2).
• Fleming, D. S. (2000). A Teacher's Guide to Project-Based Learning. Scarecrow Education, Attn: Sales Department, 15200 NBN Way, PO Box 191, Blue Ridge Summit, PA 17214.
• Fourneret, P., & Des Portes, V. (2016). Developmental approach of executive functions: From infancy to adolescence. Archives de Pediatrie. https://doi.org/10.1016/j.arcped.2016.10.003.
• Garder, M. (1993). Test of auditory reasoning and processing skills: Manual. Burlingame, CA: Psychological and Educational Publications.
• Gordon, R. (1998). Balancing real-world problems with real-world results. Phi Delta Kappan, 79(5), 390.
• Gultekin, M. (2005). The effect of project-based learning on learning outcomes in the 5th grade social studies course in primary education. Educational Sciences, Theory and Practice, 5 (November), 548-557.
• Güven, Y., Zembat, R. & Şahin, F. (2003). Proje temelli eğitimle kavram kazanımı. Omep Dünya Konsey Toplantısı ve Konferansı. Bildiri Kitabı 2, 483-493, Kuşadası.
• Habok, A. (2015). Implementation of a project-based concept mapping developmental programme to facilitate children's experiential reasoning and comprehension of relations. European Early Childhood Education Research Journal, 23(1), 129-142.
• Helle, L., Tynjala, P. & Olkinoura, E. (2006). Project based-learning in post-secondary education-theory, practice and rubber sling shots. Higher Education, (51), 287-314.
• Helm, J. H., & Gronlund, G. (2000). Linking Standards and Engaged Learning in the Early Years. Early Childhood Research & Practice, 2(1).
• Helm, J.H and Katz, L. G. (2016). Young investigator: the Project approach in the early years. Expanded. (Third edition). New York: Teachers College Press.
• İnal G. (2011). Bilişsel Yetenekler Testi Form-6’nın Geçerlik Güvenirlik Çalışması ve Altı Yaş Çocuklarının Bilişsel Yeteneklerine Muhakeme Eğitim Programının Etkisinin İncelenmesi. (Unpublished dissertation). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara 2011.
• İnal, G., & Ömeroğlu, E. (2011). Bilişsel yetenekler testi form 6’nın 61–72 aylar arasında olan çocuklar için geçerlik güvenirlik çalışması. Kuramsal Eğitimbilim Dergisi, 4(2), 198-207.
• Katz, L. G. (1994). The project approach. http://ecap.crc.illinois.edu/eecearchive. Erişim tarihi: 22.09.2019.
• Katz, L.G. (1999). All about balls: A preschool project tips for teachers, http://ceep.crc.uiuc.edu/poptopics/project/allballs.html., Erişim tarihi: 11.07.2011.
• Katz, L & Chard, S.C. (1998). Issues in selecting topics for projects. Retived http://eric.ed.gov/ERIC., Erişim tarihi: 17.10.2019.
• Katz, L. & Chard, S. C. (2000). Engaging children’s mind: The project approach. Ablex Publishing Corporation, 215 s., Connecticut.
• Kefi, S. 2011. Okul öncesi eğitimde proje yaklaşımı ile yapılmış bir uygulama örneği. 2. International Conference on New Trends in Education and Their İmplications, Antalya
• Kefi, S. (2017). Analyzing the practices of project approaches in preschool education in terms of basic scientific process skills. Erken Çocukluk Çalışmaları Dergisi, 1(1), 3.
• Kidd, J. K., Pasnak, R., Gadzichowski, M., Ferral-Like, M., & Gallington, D. (2008). Enhancing early numeracy by promoting the abstract thought involved in the oddity principle, seriation, and conservation. Journal of Advanced Academics, 19(2), 164-200.
• Krauss, J., & Boss, S. (2013). Thinking through project-based learning: Guiding deeper inquiry. Corwin Press.
• Klauer, J.K., Willmes, K. and Pyhme, G.D. (2002). Inducing inductive reasoning: Does it transfer to fluid intelligence? Contemporary Educational Psychology 27, 1–25.
• Koyuncu, B., & Yabaş, D. (2017). Okul öncesi dönem çocukların sözel muhakeme yetenekleri ile matematik işlem becerileri arasındaki ilişki. KEFAD, 18,(3), 722-739
• Laffey, J., Tupper, T., Musser, D., & Wedman, J. (1998). A computer-mediated support system for project-based learning. Educational Technology Research and Development, 46(1), 73-86.
• Lee Y & Kinzie MB (2012) Teacher question student response with regard to cognition and language use. Instructional Science: An International Journal of the Learning Sciences 40(6): 857–874.
• LeeKeenan, D., & Edwards, C. P. (1992). Using the project approach with toddlers. Faculty Publications, Department of Child, Youth, and Family Studies, 11.
• Lickey, D. C., & Powers, D. J. (2011). Starting with their strengths: Using the project approach in early childhood special education. Teachers College Press.
• Ljung-Djärf, A., Magnusson, A., & Peterson, S. (2014). From doing to learning: Changed focus during a pre-school learning study project on organic decomposition. International Journal of Science Education, 36(4), 659-676.
• Lohman, D. F. (2005). Reasoning abilities. Cognition and intelligence: Identifying the mechanisms of the mind, 225-250.
• Lohman, D. F., & Hagen, E. P. (2001). Cognitive Abilities Test, Form 6. Itasca, IL: Riverside Publishing.
• Lohman, D.F. & Hagen, E. (2002). Research handbook: cognitive abilities test Form 6-all levels. Itasca, Illinois: Riverside Publishing.
• Lohman, D.F. & Hagen, E. (2003). Interpretive guide for teachers and counselors: cognitive abilities test Form 6-all levels. Itasca, Illinois: Riverside Publishing.
• Lohman, D. F., & Lakin, J. (2007). Nonverbal test scores as one component of an identification system: Integrating ability, achievement, and teacher ratings. Alternative Assessments For İdentifying Gifted And Talented Students, 41-66
• McDonell, C. 2007. Project-based inquiry units for young children: First step to research for grades pre-K-2. Linworth Books, s.233, Ohio.
• Metin, Ş. (2015). Proje Yaklaşımına Dayalı Eğitimin 3-4 Yaş Çocukların Kavram Oluşturma Düzeylerine Etkisi. International Journal of Family, Child and Education, 7; 105-121. Doi: 10.17359/ACED.2015714076
• Metin, Ş., & Aral, N. (2016). Analysis of the effects of project-based education on the visual perceptions of five-year-old children (60-72 months). Egitim ve Bilim, 41(186).
• Mulligan, J., Papic, M., Prescott, A. E., & Mitchelmore, M. (2006). Improving early numeracy through a pattern and structure mathematics awareness program (PASMAP). In Conference of the Mathematics Education Research Group of Australasia. MERGA.
• Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education & Development, 22, 6, 970-988.
• Nelson, D. (2017). What is shadow. From 12.06.2019 https://www.naeyc.org/resources/blog/whats-shadow
• Nelson, G., Westhues, A., & MacLeod, J. (2003). A meta-analysis of longitudinal research on preschool prevention programs for children. Prevention & Treatment, 6(31), 1e35.
• New, R.S. & Cochran, M. (2008). Early childhood education: O-Z, An İnternationala Encyclopedia. Greenwood Publishing Group, 3, 1379-1385
• Newell, R. J. (2003). Passion for learning “how project based learning meetsthe needs of 21. St. Century students”, Innovations in Education Series, No:3, USA, ERIC. Erişim tarihi: 23.10.2019.
• Oakley L. (2004). Cognitive Development. London.
• Oğuz, V. (2012). Proje yaklaşımın anasınıfına devam eden çocukların problem çözme becerilerine etkisinin incelenmesi. (Unpublished doctoral dissertation). Ankara Üniversitesi Ev Ekonomisi Anabilim Dalı, Ankara.
• Padilla, M. J. (1990). The science process skills. Research Matters to the science Teacher, 9004. http://www.educ.sfu.ca/narstsite/publications/research/skill.htm
• Panasan, M., & Nuangchalerm, P. (2010). Learning Outcomes of Project-Based and Inquiry-Based Learning Activities. Online Submission, 6(2), 252-255.
• Papic, M., & Mulligan, J. (2005). Mathematics, science and technology in early childhood. Child Development and Teaching Young Children. United Kingdom: Thomson, 211-229.
• Piaget, J., & Cook, M. (1952). The origins of intelligence in children (Vol. 8, No. 5, p. 18). New York: International Universities Press.
• Pilten, P. (2008). Üstbilis stratejileri ögretiminin ilkögretim besinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi. (Unpublished doctoral dissertation). Gazi Üniversitesi Egitim Bilimleri Enstitüsü, Ankara
• Ra, J. S. (2009). Wind project in a Korean kindergarten: A project-based art activity in early childhood. International Art in Early Childhood Research Journal, 1(1), 23-31.
• Railback, J. (2002). Project-based instruction: creating excitement for learning. Northwest Regional Educational Laboratory.
• Razali, N. M., & Wah, Y. (2013). Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. J Statistical Model Analyt [Internet]. 2 (1): 21-33.
• Rosberg, M. (1995). Integrated approaches to learning. ERIC İnformationa Analyses, ED 389648.
• Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.
• Senemoğlu, N. (2007). Gelişim öğrenme ve öğretim: kuramdan uygulamaya. (13. Baskı). Ankara: Gönül Yayıncılık ve Matbaacılık.
• Smitsman, A. W., & Corbetta, D. (2010). Action in infancy: Perspectives, concepts, and challenges. In J. G. Bremner & T. D. Wachs (Eds.), The Wiley-Blackwell Handbook of Infant Development (2nd edition), Volume 1: Basic Research (pp. 167-203). Chichester, West Sussex, UK: Wiley-Blackwell Ltd.
• Starkey, P., Klein, A. & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics ıntervention. Early Childhood Research Quarterly, 19(1): 99-120.
• Tan, M. & Temiz, A. G. B. K. (2003). Fen öğretiminde bilimsel süreç becerilerinin yeri ve önemi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(13), 89-101.
• Solso, R.L., Maclin, M.K & Maclin, O.H. (2009). Bilissel Psikoloji (Çeviren: Ayse Ayçiçegi- Dinn). İstanbul: Kitapevi.
• Şahin, F., Güven, İ., & Yurdatapan, M. (2011). Proje Tabanlı Eğitim Uygulamalarının Okul Öncesi Çocuklarında Bilimsel Süreç Becerilerinin Gelişimine Etkisi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 33, 157-176.
• Şahin, F., Yıldırım, M., Sürmeli, H., & Güven, İ. (2018). Okul öncesi öğrencilerinin bilimsel süreci becerilerinin değerlendirilmesi için bir test geliştirme çalışması. Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi), 2(2), 124-138.
• Tepeli, K. (2012). Predictors of auditory reasoning and processing skills in preschool children. International Journal of Art and Sciences, 5(3), 1944–6934.
• Thode, T. (1997). The Power of Project Based Learning. Retived https://www.edutopia.org/power-project-based-learning.
• Thomas, J. W. (2000). A review of research on project-based learning. Online. Retrieved June 24, 2011, from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf.
• Turpin, T.J (2000). A study of the effects of an ıntegrated, activity-based science curriculum on student achievement, science process skills and science attitudes. upon the science process skills of urban elementary students. Journal of Education. 37, 2.
• Trepanier Street, M. (2000). Multiple forms of representation in long-term projects. Early Childhood Research and Practice, 3(1), http://ecrp.uiuc.edu, Erişim tarihi: 02.06.2011.
• White, H. & Sabarwal, S. (2014). Quasi-experimental design and methods. Methodological briefs: impact evaluation, 8, 1-16. https://beamexchange.org/uploads/filer_public/63/94/639467e9-9bc1-45f6-bc3b-7c3e296e418b/quasi-experimental_design_methods.pdf
• van Schijndel, T.J.P., Singer, E., van der Maas H.L.J., & Raijmakers M.E.J. (2010). A sciencing programme and young childrenʼs exploratory play in the sandpit. The European Journal of Developmental Psychology, 7(5), 603-617. DOI 10.1080/17405620903412344.
• Yıldız Bıçakçı, M. (2009). Proje yaklaşımına dayalı eğitimin altı yaş çocuklarının gelişimine etkisinin incelenmesi. (Unpublished dissertation). Ankara Üniversitesi Sağlık Bilimleri Fakültesi Çocuk Gelişimi ve Eğitimi Anabilim Dalı, Ankara.
• Yılmaz, H., Beyazkürk, D. & Anlıak, Ş. (2006). Proje yaklaşımıyla bir örnek uygulama: Süt projesi. http://yayim.meb.gov.tr/dergiler/172/172/12.pdf.