The Effectiveness of Daily-Life Oriented Project Based Learning on Students’ Conceptual Understanding

Year 2024, Issue: 61, 2058 - 2082, 27.09.2024

Şefika Girgin , Bayram Coştu

https://doi.org/10.53444/deubefd.1423636

Abstract

This study investigates the impact of daily-life oriented project-based learning (PBL) on the conceptual understanding of 5th grade students in the Matter and Change unit. The study was conducted with 80 5th grade students from a public primary school in Istanbul, Turkey. The experimental group received daily-life oriented PBL activities, while the control group received traditional instruction. A mixed-methods approach was employed, with a quasi-experimental pretest-posttest control group design for the quantitative segment and open-ended questions for the qualitative aspect. The Conceptual Comprehension Test was used to measure the students' conceptual understanding before and after the intervention. The study found a significant difference between the scores of the groups from the conceptual understanding pre-test and conceptual understanding post-test in favor of the post-test. The study also found a decrease in misconceptions and an increase in sound understanding of concepts such as "heat exchange," "boiling point," "expansion," "contraction," and "evaporation" in the experimental group. The study suggests that PBL activities aligned with key concepts and emphasizing connections between daily life and subject achievements can enhance students' learning outcomes. The study provides practical implications for educators, emphasizing the importance of pedagogical approaches that prioritize student-centered, inquiry-based learning.

Keywords

Conceptual understanding, daily-life oriented project based learning, misconception

L'effet de l'apprentissage par projet axé sur la vie quotidienne sur la compréhension conceptuelle des étudiants

Abstract

Cette étude examine l'effet de l'apprentissage par projet axé sur la vie quotidienne sur la compréhension conceptuelle des élèves dans le cadre de l'unité Matière et Changement de 5e année. La recherche a été menée auprès de 80 élèves de 5e année étudiant dans une école publique d'Istanbul. Alors que le groupe expérimental recevait des activités d’apprentissage par projet axées sur la vie quotidienne, le groupe témoin recevait un enseignement traditionnel. Une conception de groupe témoin quasi-expérimentale prétest-posttest a été utilisée pour les données quantitatives, et une approche de méthode mixte composée de questions ouvertes a été utilisée pour la dimension qualitative. Le test de compréhension conceptuelle a été utilisé pour mesurer la compréhension conceptuelle des étudiants avant et après la candidature. Dans l'étude, une différence significative a été trouvée entre les scores du pré-test de compréhension conceptuelle et les scores post-test de compréhension conceptuelle des groupes en faveur du post-test. L'étude a également révélé une diminution des idées fausses dans le groupe expérimental et une meilleure compréhension de concepts tels que « changement de chaleur », « point d'ébullition », « expansion », « contraction » et « évaporation ». L'étude suggère que les activités d'apprentissage basées sur des projets, alignées sur les concepts de base et mettant l'accent sur les liens entre la vie quotidienne et les acquis des matières, peuvent améliorer les résultats d'apprentissage des élèves.

Keywords

Compréhension conceptuelle, apprentissage par projet axé sur la vie quotidienne, idées fausses

Die Auswirkung von alltagsorientiertem, projektbasiertem Lernen auf das konzeptionelle Verständnis der Schüler

Abstract

Diese Studie untersucht die Wirkung von projektbasiertem Lernen mit Fokus auf das tägliche Leben auf das konzeptionelle Verständnis von Schülern im Rahmen der Einheit „Materie und Veränderung“ der 5. Klasse. Die Untersuchung wurde mit 80 Schülern der 5. Klasse einer öffentlichen Schule in Istanbul durchgeführt. Während die Versuchsgruppe projektbasierte Lernaktivitäten mit Schwerpunkt auf dem täglichen Leben erhielt, erhielt die Kontrollgruppe traditionellen Unterricht. Für die quantitativen Daten wurde ein quasi-experimentelles Pretest-Posttest-Kontrollgruppendesign verwendet, für die qualitative Dimension ein Mixed-Methods-Ansatz bestehend aus offenen Fragen. Der konzeptionelle Verständnistest wurde verwendet, um das konzeptionelle Verständnis der Schüler vor und nach der Anwendung zu messen. In der Studie wurde ein signifikanter Unterschied zwischen den Ergebnissen des konzeptionellen Verständnisses vor dem Test und dem konzeptionellen Verständnis nach dem Test der Gruppen zugunsten des Posttests festgestellt. Die Studie ergab außerdem, dass es in der Versuchsgruppe zu einem Rückgang falscher Vorstellungen und einem Anstieg des gesunden Verständnisses von Konzepten wie „Wärmeveränderung“, „Siedepunkt“, „Expansion“, „Kontraktion“ und „Verdunstung“ kam. Die Studie legt nahe, dass projektbasierte Lernaktivitäten, die an Kernkonzepten ausgerichtet sind und die Verbindungen zwischen dem täglichen Leben und den Fachleistungen betonen, die Lernergebnisse der Schüler verbessern können.

Keywords

Konzeptionelles Verständnis, alltagsorientiertes projektbasiertes Lernen, Missverständnisse

Günlük Yaşam Odaklı Proje Tabanlı Öğrenmenin Öğrencilerin Kavramsal Anlamalarına Etkisi

Abstract

Bu çalışma, günlük yaşam odaklı proje tabanlı öğrenmenin 5. sınıf Madde ve Değişim ünitesi kapsamında öğrencilerin kavramsal anlayışlarına etkisini araştırmaktadır. Araştırma İstanbul'da bir devlet okulunda öğrenim gören 80 5. sınıf öğrencisi ile gerçekleştirilmiştir. Deney grubu günlük yaşam odaklı proje tabanlı öğrenme etkinlikleri alırken, kontrol grubu geleneksel öğretim almıştır. Nicel veriler için yarı deneysel ön test-son test kontrol gruplu tasarım, nitel boyut için açık uçlu sorulardan oluşan karma yöntem yaklaşımı kullanılmıştır. Uygulama öncesinde ve sonrasında öğrencilerin kavramsal anlamalarını ölçmek amacıyla Kavramsal Anlama Testi kullanılmıştır. Araştırmada grupların kavramsal anlama ön testi ve kavramsal anlama son testi puanları arasında son test lehine anlamlı bir fark bulunmuştur. Çalışmada ayrıca deney grubunda kavram yanılgılarında azalma ve "ısı değişimi", "kaynama noktası", "genleşme", "büzülme" ve "buharlaşma" gibi kavramların sağlıklı anlaşılmasında artış olduğu tespit edilmiştir. Çalışma, temel kavramlarla uyumlu ve günlük yaşam ile konu başarıları arasındaki bağlantıları vurgulayan proje tabanlı öğrenme etkinliklerinin öğrencilerin öğrenme çıktılarını artırabileceğini öne sürmektedir.

Keywords

Kavramsal anlama, günlük yaşam odaklı proje tabanlı öğrenme, kavram yanılgısı

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