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

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