Proje Tabanlı Öğrenmede Ortaokul Öğrencilerinin Duygularına Kontrol-Değer Teorisi Bakışı

Year 2025, Volume: 27 Issue: 1, 69 - 86, 31.03.2025

Eylem Yıldız Feyzioğlu , Arzum Buse Çelebi

https://doi.org/10.17556/erziefd.1554609

Abstract

Bu çalışmanın amacı, Proje Tabanlı Öğrenme (PBL)’ye katılan yedinci sınıf öğrencilerinin duygularını keşfetmek ve kontrol-değer teorisini kullanarak bu duyguların altında yatan nedenleri incelemektir. Betimleyici bir vaka çalışması tasarımı kullanan araştırma, 2022-2023 eğitim öğretim yılında bir ortaokuldan üç yedinci sınıf öğrencisini kapsamıştır. Veriler, takım çalışması, bireysel farklılıklar, takım rollerini anlama, katılım ve motivasyonla ilgili öğrenci duygularına odaklanan yarı yapılandırılmış görüşmeler ve grup tartışmalarının ses kayıtları aracılığıyla toplanmıştır. Bulgular, yedinci sınıf öğrencilerinin PBL süreci boyunca olumlu duygulardan daha fazla olumsuz duygu yaşadığını ve bu olumsuz duyguların karmaşık görevler sırasında yoğunlaştığını göstermiştir. Özellikle, farklı öğrenciler farklı duygusal tepkiler sergilemiş ve planlama, uygulama ve iletişim aşamalarında zorluklara nasıl tepki verdiklerindeki bireysel farklılıkları vurgulamıştır. Olumsuz duyguların yaygınlığına rağmen, öğrenciler işbirliğinden keyif aldıklarını, fikirlerini tanıdıklarını ve öğrenmeleri üzerinde bir kontrol duygusuna sahip olduklarını bildirmişlerdir. Genel olarak, PBL zorluklar sunarken, öğrenciler bu deneyimleri birlikte yaşarken duygusal katılımı ve memnuniyeti de teşvik etmektedir. Çalışmada, öğrencilerin olumsuz duygularıyla başa çıkmalarına yardımcı olmak için duygusal destek mekanizmaları ve kişiselleştirilmiş rehberlik uygulanmasının yanı sıra, iletişim ve iş birliğini artırmak için etkili geri bildirim teknikleri konusunda eğitim verilmesi ve sonuç olarak öğrenme deneyimlerinin iyileştirilmesi önerilmektedir.

Keywords

Proje tabanlı öğrenme, kontrol-değer teorisi, duygu, durum çalışması

Ethical Statement

Bu çalışma, Aydın Adnan Menderes Üniversitesi Eğitim Araştırmaları Etik Kurulu’nun 12.10.2023 tarihli 2023/9 toplantısında alınan onay kararı (Protokol No: 2023/9-VI) ile yürütülmüştür.

A Control-Value Theory Lens on Middle School Students' Emotions in Project-Based Learning

Abstract

This study aimed to explore the emotions of seventh-grade students engaged in Project-Based Learning (PBL) and to investigate the underlying causes of these emotions using control-value theory. Employing a descriptive case study design, the research involved three seventh-grade students from a middle school during the 2022-2023 academic year. Data were collected through semi-structured interviews focused on students' emotions related to teamwork, individual differences, understanding team roles, participation, and motivation, alongside audio recordings of group discussions. Findings indicated that seventh-grade students experienced more negative emotions than positive ones throughout the PBL process, with these negative feelings intensifying during complex tasks. Notably, different students exhibited distinct emotional responses, highlighting individual variations in how they reacted to challenges during the planning, implementation, and communication phases. Despite the prevalence of negative emotions, students reported enjoyment from collaboration, recognition of their ideas, and a sense of control over their learning. Overall, while PBL presents challenges, it also fosters emotional engagement and satisfaction as students navigate these experiences together. The study recommends implementing emotional support mechanisms and personalized guidance to help students manage negative emotions, as well as providing training on effective feedback techniques to enhance communication and collaboration, ultimately improving their learning experience.

Keywords

Project-based learning, control-value theory, emotion, case study

Ethical Statement

This study was conducted with the approval decision obtained from Aydın Adnan Menderes University Ethics Committee for Educational Research (Protocol No. 2023/9-VI) during the 2023/9 meeting dated 12.10.2023.

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