Fen Eğitiminde Sistemsel Düşünme Üzerine Yapılan Çalışmaların Meta- Analizi

Year 2025, Issue: 64, 2476 - 2505, 30.06.2025

İbrahim Enes Tosun , Ümmühan Ormancı , Şirin İlkörücü

https://doi.org/10.53444/deubefd.1631789

Abstract

Bu çalışma, fen eğitiminde sistemsel düşünme yaklaşımını benimseyen çalışmaların meta-analizini gerçekleştirmiştir. Ayrıntılı bir literatür taraması yapılmış, önde gelen yazarlar belirlemiş ve sistemsel düşünmenin temel özellikleri bir tablo halinde sentezlemiştir. Araştırma için akademik makaleler, Web of Science, SCOPUS, ERIC ve Science Direct veri tabanlarından belirlenmiş kriterlere göre seçilmiştir. 'Sistemsel Düşünme' anahtar kelimesini içeren ve nicel ya da karma yöntemleri kullanan 31 makale arasından yinelenenlerin çıkarılması ve belirlenen daraltma kriterlerin uygulanması sonrasında 12 makale çalışmaya dahil edilmiştir. Güvenilirliği artırmak amacıyla Bias Tool ve PRISMA-P protokolleri kullanılmıştır. Çalışma, sistemsel düşünmenin fen eğitimindeki akademik çıktılar üzerindeki etkisini öncelikli olarak incelemiş, bu yaklaşımın farklı alt disiplinlerdeki faydalarını ve çeşitli eğitim strateji ve yöntemlerinin etkinliğini değerlendirmiştir. Örneklem büyüklükleri, standart sapmalar ve ortalamalar gibi önemli istatistiksel ölçümler toplanmıştır. Ayrıca, çalışmalardan elde edilen 26 değişken için etki büyüklükleri ve %95 güven aralıkları hesaplanarak bir orman grafiği ile görselleştirilmiştir. Çalışmalar arasındaki heterojenliği değerlendirmek amacıyla Cochran’ın Q testi ve I² istatistiği kullanılmış ve Q değeri (Q = 1.784, p = 1.000) ile I² değeri (%0) hesaplanmıştır. Genel etki büyüklüğü yaklaşık olarak ".47" olarak hesaplanmıştır. Bu sonuç fen eğitimi alanında sistemsel düşünme yaklaşımının orta düzeyde bir etkililiğe sahip olduğunu ve çeşitli alt disiplinlerde avantajlı bir şekilde kullanılabileceğini göstermiştir.

Keywords

Fen Eğitimi , ,Meta-Analiz , Sistemsel Düşünme

Meta-Analysis of Systems Thinking Studies in Science Education

Abstract

This study undertakes a meta-analysis of the systems thinking approach, which has become increasingly significant in science education. A detailed literature review identified preeminent authors and synthesized the key features of systems thinking into a table. Scholarly articles for the research were carefully chosen according to well-defined criteria from established databases, including Web of Science, SCOPUS, ERIC, and Science Direct. Of 31 articles that employed quantitative or mixed methods and included the keyword "Systems Thinking," 12 were retained after duplicate removal and criterion application. To enhance analytical reliability, the Bias Tool and PRISMA-P protocols were employed. This study primarily explored how systems thinking influences academic outcomes in science education, assessing its utility across different sub-disciplines and the effectiveness of various educational strategies and methods. Key statistical metrics such as sample sizes, standard deviations, and means were collected. Additionally, Cohen's effect sizes and 95% confidence intervals for 26 variables drawn from the studies were calculated and illustrated in a forest plot. A heterogeneity analysis was conducted using Cochran’s Q test and the I² statistic, yielding a non-significant Q value (Q = 1.784, p = 1.000) and an I² value of 0%. These results confirmed the absence of substantial heterogeneity among the studies, supporting using a fixed-effects model to compute the overall effect size, estimated at ".47". This outcome reveals a moderate level of efficacy for the systems thinking approach within science education, indicating its advantageous use across various sub-disciplines.

Keywords

Meta-Analysis , Science Education , Systems Thinking

Ethical Statement

Bu çalışmada, “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması gereken tüm kurallara uyulmuştur. Ayrıca “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbirinin gerçekleştirilmemiştir.

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