Ortaokul Öğrencilerinin Yaşam Becerilerine Yönelik Bilişsel Yapılarının İncelenmesi

Abstract

Bu çalışmada ortaokul öğrencilerinin yaşam becerilerine yönelik bilişsel yapılarının ve bilgi durumlarının ortaya çıkarılması amaçlanmıştır. Nicel araştırma yöntemlerinden betimsel tarama modeli kullanılmıştır. Çalışmanın örneklemini 189 ortaokul öğrencisi oluşturmuştur. Araştırmada veri toplama aracı olarak Kelime İlişkilendirme Testi (KİT) kullanılmıştır. Testi oluşturmak amacıyla yaşam becerilerini oluşturan altı anahtar kavrama (iletişim, takım çalışması, girişimcilik, yaratıcılık, karar verme, analitik düşünme) yer verilmiştir. KİT’in analiz sürecinde, her bir anahtar kelime için ilişkilendirilen kelimelerin ya da kavramların tekrar sayısını gösteren bir frekans tablosu oluşturulmuştur. Oluşturulan frekans tablosu baz alınarak ortaokul öğrencilerinin bilişsel yapılarını ortaya koyan kavram ağları çizilmiştir. Bu araştırma sonucunda, ortaokul öğrencilerinin yaşam becerilerine ilişkin kavramlar hakkında yeterince kelime üretemedikleri tespit edilmiştir. Özellikle yaratıcı düşünme ve karar verme kavramlarıyla ilgili cevap veren öğrenci sayısının oldukça sınırlı olduğu ortaya çıkmıştır. Öğrencilerin yaşam becerileri kavramlarına yönelik bilişsel yapılarındaki kavram çeşitliliğinin ve yaşam becerilerine ilişkin kavramsal bilgilerinin farklı derslerde uygulamalı etkinliklerle geliştirilmesi önerilmektedir.

Keywords

• Bilişsel yapı
• ortaokul öğrencileri
• yaşam becerileri

An Investigation of Secondary School Students’ Cognitive Structures in the Subject of Life Skills

Abstract

The aim of this research is to reveal the cognitive structures and explanation situations of secondary school students for life skills. The study is a descriptive survey model in quantitative research methods. The sample of the study consisted of 189 secondary school students. The Word Association Test (WAT) was used as the data collection tool. Six keywords (communication, entrepreneurship, teamwork, creativity, analytical thinking, and decision-making) that form life skills were included in order to create the WAT. In the analysis process of WAT, a frequency table has been made to show which words or concepts are repeated for which keyword. According to the frequency table, a conceptual relational network that revealed the cognitive structures of secondary school students was drawn. It was determined that secondary school students could not produce enough words regarding life skills concepts. The number of students who gave answers especially about creative thinking and decision-making concepts was quite limited. Based on the results of the research, it is recommended to develop the diversity of concepts in students' cognitive structures for life skills concepts and their conceptual knowledge of life skills with applied activities in different courses.

Keywords

• Cognitive structures
• secondary school students
• life skills

References

1. Adair, J. (2007). Decision making and problem solving strategies. London: Kogan Page.
2. Alaca, M. B., Yaman, H., & Er Nas, S. (2020). Examining cognitive structures of pre-service science teacher for life skills through the word association test. Journal of Science Learning, 4(1), 69-79.
3. Ayanoğlu, Ç., & Hamedoğlu, M. A. (2013). Team perception of the teachers in the primary. Sakarya University Journal of Education, 3(1), 54-62.
4. Ayvacı, H. Ş., Er Nas, S., & Kirman Bilgin, A. (2020). Güncel fen öğretim programlarının yaklaşımı, içeriği, geliştirmeyi amaçladığı beceriler [The approach, content, and skills that current science education programs aim to develop]. In H. Ş. Ayvacı (Eds.), Fen öğretim programları. Ankara: Pegem.
5. Baer, J., & Kaufman, J. C. (2012). Being creative inside and outside the classroom: how to boost your students’ creativity and your own. Rotterdam: Sense Publishers.
6. Bahar, M., & Özatlı, N. S. (2003). Examining the cognitive structure of 9th class students in the subject of basic components of living through word associate test. Journal of Balıkesir University Institute of Science and Technology, 5(2), 75-85.
7. Bahar, M., Johnstone, A.H., & Sutcliffe, R.G. (2006). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33, 134-141.
8. Balbağ, M. Z. (2018). Fen Bilgisi öğretmen adaylarının hız ve sürat kavramlarına ilişkin bilişsel yapıları: Kelime İlişkilendirme Testi (KİT) uygulaması. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (33), 38-47.

9. Balcı, A. (2009). Sosyal bilimlerde araştırma: yöntem, teknik ve ilkeler, (7th ed.). Ankara: Pegem Akademi Yayıncılık.
10. Beghetto, R. A. (2010). Creativity in the classroom. In R. J. Sternberg & J.C. Kaufman (Eds.), The Cambridge handbook of creativity (pp. 447-463). New York: Cambridge University Press.
11. Behn, R. D., & Vaupel, J.W. (1976). Teaching analytical thinking. Policy Analysis, 2(4), 663-692.
12. Burbules, N. C., & Linn, M. C. (1991). Science education and philosophy of science: congruence or contradiction?. International journal of science education, 13(3), 227-241.
13. Cansoy, R. (2018). 21st century skills according to international frameworks and building them in the education system. Journal of the Human and Social Sciences Researches, 7(4), 3112-3134.
14. Crespo, M. Á. G., & Pozo, J. I. (2004). Relationships between everyday knowledge and scientific knowledge: understanding how matter changes. International Journal of Science Education, 26(11), 1325-1343. https://doi.org/10.1080/0950069042000205350
15. Çepni, S. (2010). Araştırma ve proje çalışmalarina giriş [Introduction to research and project studies], Trabzon: Celepler Matbaacılık.
16. Deveci, İ. (2018). Investigation of science-based entrepreneurial tendencies of middle school Students. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 1(1), 19-47..
17. Deveci, İ., Konuş, F. Z., & Aydız, M. (2018). Investigation in terms of life skills of the 2018 science curriculum learning outcomes. Çukurova University Faculty of Education Journal, 47(2), 765-797.
18. Er Nas, S., & Alaca, M. B. (2019). Fen bilimleri eğitiminde iletişim becerisi [Communication skills in science education]. In A. Kirman Bilgin (Eds.), Fen bilimlerinde yaşam becerileri eğitimi (pp.114-129). Ankara: Pegem Akademi.
19. Er Nas, S., Şenel Çoruhlu, T., & Kirman Bilgin, A. (2016). The effect of fire context on the conceptual understanding of students: “Expansion-contraction”. Educational Research and Reviews, 11(21), 1973-1985.
20. Erbil, O., Demirezen, S., Erdoğan, A., Terzi, U., Eroğlu, H., & İbiş, M. (2004). Öğrenci merkezli eğitim uygulama modeli [Student-centered education application model]. İzmir İktisat Kongresi Eğitimde Uygulamalar Bolumu Tebliği, www. egitek. meb. gov. tr/EgitekHaber.
21. Ercan, F., Taşdere, A., & Ercan N. (2010). Observing the cognitive structure and conceptual change through the word association test. Journal of Turkish Science Education, 7(2) 136-154.
22. Eren, F., Şahin, I., Çelik, I., & Aktürk, A. O. (2014). Analysis of secondary school students' perceptions about ınformation technologies through a word association test. Online Submission, 8(8), 2512-2515.
23. Gazda, G.M., & Brooks, D.K. (1985). The development of the social/life skills training movement. Journal of Group Psychotherapy, Psychodrama, & Sociometry, 38(1), 1-10.
24. Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957 976. https://doi.org/10.1080/09500690600702470
25. Gürkan, B. (2019). Primary school teacher candidates’ cognitive structures in relation to curriculum, instruction, instruction planning and evaluating instruction. Kastamonu Education Journal, 27(2), 633-645.
26. Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403. https://doi.org/10.1080/09500690110098912
27. İnaltekin, T. (2019). Fen bilimleri eğitiminde girişimcilik becerisi [Entrepreneurship skill in science education]. In A. Kirman-Bilgin (Eds.), Fen bilimlerinde yaşam becerileri eğitimi (pp. 82- 107). Ankara: Pegem Akademi.
28. İnel, Y., Akar, C., & Uztemur, S. (2016). 8th students’ perceptions towards administration types: revealing their cognitive structures via word association test. Journal of History School, 9(XXVIII), 523–540. http://dx.doi.org/10.14225/Joh997
29. Jonassen, D. H. (1987). Assessing cognitive structure: Verifying a method using pattern notes. Journal of Research & Development in Education, 20(3), 1-14.
30. Kaptan, S. (1998). Bilimsel araştirma ve istatistik teknikleri [Scientific research and statistical techniques], Ankara: Tekışık Web Ofset Tesisleri,
31. Kaya, M. F., & Taşdere, A. (2016). An alternative measurement and assessment method for elementary Turkish education: word association test (WAT). Electronic Turkish Studies, 11(9), 803-820.
32. Kenan, S. (2005). 21. yy'da Türkiye'de öğretmen olmak (EBSAD - Öğretmenlik vizyon programi seminer notlari). Retrieved from http://www.ebsad.org/img/20140407__2541009784.pdf
33. Khishfe, R. (2012). Nature of science and decision-making. International Journal of Science Education, 34(1), 67-100. https://doi.org/10.1080/09500693.2011.559490
34. Kirman Bilgin, A. (2019). Fen bilimlerinde yaşam becerileri eğitimi [Life skills education in science] (1st ed.). Ankara: Pegem Akademi.
35. Kolburan, G., & Tosun, Ü. (2011). Proposal for a developmental model that reinforces the values acquired in the first grade through life skills education among the second grade primary school students. Paper presented at the In Values Education Symposium 26-28 October 2011 (pp. 246-247). Eskişehir Osmangazi University.
36. Lubben, F., Netshisualu, T., & Campell, B. (1999). Students' use of cultural metaphors and their scientific understandings related to heating. Science Education, 83, 761-774.
37. Matthews, M. R. (2002). Constructivism and science education: A further appraisal. Journal of Science Education and Technology, 11(2), 121-134. https://doi.org/10.1023/A:1014661312550
38. Mclean, S. (2005). The basics of interpersonal communication. Baston, MA: Ally&Bacon.
39. Ministry of National Education [MoNE] (2013, 2018a). Primary education science course curriculum. Ankara: MEB Yayınları.
40. Ministry of National Education [MoNE] (2018b). Primary education curriculum. Ankara: MEB Yayınları.
41. Nartgün, Z. (2006). Fen ve teknoloji öğretiminde ölçme ve değerlendirme [Measurement and evaluation in science and technology education]. In Bahar M. (Eds.), Fen ve teknoloji öğretimi, (pp. 355-415). Ankara: PegemA Yayıncılık.
42. Oskay, Ü. (2001). İletişimin ABC’si [ABC of communication]. İstanbul: Der Yayınları.
43. Ören, K., & Biçkes, M. (2011). Effects of personality traits on entrepreneurship potential: a study on higher education students in Nevşehir. The Journal of Faculty of Economics and Administrative Sciences, 16(3), 67-86.
44. Özmen, H. (2003). Chemistry student teachers’ levels of linking their knowledge with daily life about acid and base concepts . Kastamonu Education Journal, 11 (2), 317-324.
45. Papacharisis, V., Goudas, M., Danish, S. J., ve Theodorakis, Y. (2005). The effectiveness of teaching a life skills program in a sport context. Journal of applied sport psychology, 17(3), 247-254.
46. Sayın, Z., & Seferoğlu, S. (2016). Coding education as a new 21st century skill and its effect on educational policies. Paper presented at Akademik Bilişim Congress 3-5 February 2016 (pp. 1-13) Adnan Menderes University.
47. Shavelson, R. J. (1974). Methods for examining representations of a subject‐matter structure in a student's memory. Journal of Research in Science Teaching, 11(3), 231-249.
48. Sreekumar, V. N. (2016). Life skill education among adoloscents. International Journal of Development Research, 6(11), 10188-10191.
49. Stenberg, M. (2006). Managing the knowledge of the organization. In C. Zielinski, P. Duquenoy & K. Kimppa (Eds.), The information society: emerging landscapes. (pp. 223-242). Boston, MA: Springer. https://doi.org/10.1007/0-387-31168-8_14
50. Stolk, M. J., Bulte, A. M., de Jong, O. & Pilot, A. (2009). Towards a framework for a professional development programme: empowering teachers for context-based chemistry education. Chemistry Education Research and Practice, 10(2), 164-175. https://doi.org/10.1039/b908252m
51. Stolk, M. J., Bulte, A., de Jong, O., & Pilot, A. (2012). Evaluating a professional development framework to empower chemistry teachers to design context-based education. International Journal of Science Education, 34(10), 1487-1508.
52. Şenel-Çoruhlu, T., & Pehlevan, M. (2019). Fen bilimleri eğitiminde takım çalışması becerisi [Teamwork skills in science education]. In A. Kirman-Bilgin. (Eds.) Fen bilimlerinde yaşam becerileri eğitimi. (pp.82- 107). Ankara: Pegem Akademi.
53. Smith, M. U. & Siegel, H. (2004). Knowing, believing, and understanding: What goals for science education? Science & Education, 13(6), 553-582.
54. Tavşancıl, E., & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. İstanbul: Epsilon Yayınevi.
55. Tsai, C. C., & Huang, C. M. (2002). Exploring students' cognitive structures in learning science: a review of relevant methods. Journal of Biological Education, 36(4), 163-169.
56. UNICEF (2018). Levels and trends in child malnutrition. eSocialSciences.
57. Ünal, S. (1999). Active learning, learning to learn and problem-based learning. Educational Research in International Context, 11, 373-378.
58. World Health Organization [WHO]. (1999). Partners in life skills education. Switzerland: World Health Organization Department of Mental Health.
59. World Health Organization (2009). Preventing violence by developing life skills in children and adolescents. Retrieved from http://www.who.int/violence_injury_prevention/violence/ life_skills.pdf
60. Wrahatnolo, T. (2018). 21st centuries skill implication on educational system IOP Conference Series: Materials Science and Engineering 296(1), 12-36.
61. Yapar, A. (2009). A qualitative research on the factors which effect the success of teamwork. (Unpublished master thesis). Dokuz Eylül University, İzmir, Turkey.
62. Yıldırım Kocakaya, Ö. (2017). Examination of some personel differences with individual decision making periods. (Unpublised doctoral thesis). Nişantaşı University, İstanbul, Turkey.
63. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
64. Yüksel, H., Cevher, E., & Yüksel, M. (2015). A research on the ınclinations of entrepreneurship and entrepreneurship personality characteristics of students. Çankırı Karatekin University Journal of the Faculty of Economics and Administrative Sciences, 5(1), 143-156.
65. Zhao, Y., & Gearin, B. (2016). Paradigm shift: Fostering an entrepreneurial mindset in schools. Rıcercazıone, 8(2), 39-52.