Analojik Modellemenin Sosyokültürel Dinamikler ve Öğrenme Bağlamında Çok Boyutlu Değerlendirilmesi

Year 2025, Issue: 59, 77 - 91

Mehmet Polat , Erdal Canpolat

https://doi.org/10.33418/education.1631888

Abstract

Bu çalışma, sosyokültürel dinamikler ile öğrenme bağlamları arasındaki ilişkiyi ve ortaokul öğrencileri tarafından “madde” kavramını anlamlandırma sürecinde üretilen analojik modellemeyi çok katmanlı bir biçimde analiz etmeyi amaçlamaktadır. Elazığ’da proje/özel, kentsel devlet ve köy devlet okullarında öğrenim gören 189 beşinci sınıf öğrencisiyle yürütülen çalışmada, öğrencilere “Madde … gibidir çünkü …” ifadesini tamamlamaları istenmiş ve veriler okul türü, yerleşim birimi, aile eğitim düzeyi ve gelir durumu değişkenleri çerçevesinde MAXQODA 2022 ve SPSS ile analiz edilmiştir. Bulgular, analojilerin sosyokültürel statüye bağlı olarak farklılaştığını göstermiştir: Kırsal okul öğrencileri somut çevresel deneyimlere (tarım, doğa) dayalı analojiler üretirken, özel okul öğrencileri soyut sistemler (matematiksel modeller) ve disiplinlerarası metaforlar geliştirmiştir. Ebeveynlerinin eğitim ve gelir düzeyi daha yüksek olan öğrencilerde kavramsal derinlik ve bilimsel dil belirgin iken, düşük sosyoekonomik gruplardan öğrencilerin ürettikleri analojiler gündelik etkinliklerle sınırlı kalmıştır. Bourdieu’nün kültürel sermaye kuramıyla uyumlu olarak, analojilerin toplumsal eşitsizliklerin pedagojik yansımaları olduğu anlaşılmaktadır. Eğitimde kapsayıcılık için, öğretim programı tasarımında sosyokültürel bağlamın dikkate alınması ve öğretim stratejilerinin çeşitlendirilmesi önerilmektedir.

Keywords

Fen bilgisi eğitimi , Analojik modelleme , Sosyokültürel eşitsizlikler

Multidimensional Evaluation Of Analogical Modeling On Sociocultural Dynamics And Learning Context

Abstract

This study aims to analyze the relationship between sociocultural dynamics and learning contexts and the analogical modeling produced by middle school students in the process of making sense of the concept of “matter” in a multi-layered way. In the study conducted with 189 fifth grade students studying in project/private, urban public and village public schools in Elazığ, students were asked to complete the statement “Matter is like ... because ...” and the data were analyzed with MAXQODA 2022 and SPSS within the framework of school type, residential unit, family education level and income status variables. The findings showed that analogies differed depending on sociocultural status: Rural school students produced analogies based on concrete environmental experiences (agriculture, nature), while private school students developed abstract systems (mathematical models) and interdisciplinary metaphors. While conceptual depth and scientific language were evident in students with higher parental education and income, the analogies generated by the students from low socioeconomic groups were limited to everyday activities. In line with Bourdieu's cultural capital theory, analogies are understood to be pedagogical reflections of social inequalities. For inclusion in education, it is recommended to consider the sociocultural context in curriculum design and to diversify teaching strategies.

Keywords

Science education , Analogical modelling , Sociocultural inequalities , Matter

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