The Effect of WebQuest Teaching Strategy on Students' Critical Thinking Skills and Attitudes Towards Technology

Year 2024, Issue: 55, 117 - 134, 09.12.2024

Uğur Bilir , Zehra Özdilek

https://doi.org/10.33418/education.1494637

Abstract

In this study, the effect of WebQuest teaching strategy on 6th grade students' critical thinking skills and attitudes towards technology was examined. In the study, simultaneous embedded design, one of the mixed method research designs, was used. The study was conducted in the 2022-2023 academic year with 48 (Experimental group = 23, Control group = 25) 6th grade students from a secondary school in Bursa province. "Critical Thinking Scale", "Attitude Towards Technology Scale" and "Semi-structured Interview Form" were determined as data collection tools. "Mann Whitney U test" and "Wilcoxon Signed Ranks test" were used to analyze quantitative data, while descriptive analysis and content analysis methods were used to analyze qualitative data. As a result of the research, a statistically significant difference was found between the post-test scores of the experimental group and the control group on the critical thinking and attitude towards technology scale in favor of the experimental group. In addition, it was observed that the instruction made a positive contribution to the motivation and self-confidence of the students, made them interested and enthusiastic about the science course, increased their sense of curiosity and made them like the course more.

Keywords

Critical thinking, Attitude towards technology, WebQuest

WEBQUEST ÖĞRETİM STRATEJİSİNİN ÖĞRENCİLERİN ELEŞTİREL DÜŞÜNME BECERİLERİNE VE TEKNOLOJİYE YÖNELİK TUTUMLARINA ETKİSİ

Abstract

Bu çalışmada, WebQuest öğretim stratejisinin 6. sınıf öğrencilerinin eleştirel düşünme becerileri ve teknolojiye yönelik tutumları üzerindeki etkisi incelenmiştir. Çalışmada karma yöntem araştırma desenlerinden biri olan eşzamanlı gömülü desen kullanılmıştır. Çalışma, 2022-2023 öğretim yılında, Bursa ilindeki bir ortaokulda öğrenim gören 48 (Deney grubu = 23, Kontrol grubu = 25) 6. sınıf öğrencisi ile yürütülmüştür. “Eleştirel Düşünme Ölçeği”, “Teknolojiye Yönelik Tutum Ölçeği” ve “Yarı Yapılandırılmış Görüşme Formu” veri toplama araçları olarak belirlenmiştir. Nicel verilerin analizi için “Mann Whitney U testi” ve “Wilcoxon İşaretli Sıralar testi”, nitel verilerin analizinde ise betimsel analiz ve içerik analiz yöntemleri kullanılmıştır. Araştırma sonucunda deney grubu ile kontrol grubunun eleştirel düşünme ve teknolojiye yönelik tutum ölçeği son test puanları arasında deney grubu lehine istatistiksel olarak anlamlı fark bulunmuştur. Ayrıca gerçekleştirilen öğretimin öğrencilerin motivasyon ve özgüvenlerine olumlu katkı yaptığı, öğrencileri fen bilimleri dersine karşı ilgili ve istekli hale getirdiği, merak duygularını artırdığı ve dersi daha çok sevmelerini sağladığı görülmüştür.

Keywords

eleştirel düşünme, teknolojiye yönelik tutum, Webquest

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