Effect of Layered Curriculum in Problem Solving Skills of Students in Science and Technology Course

Year 2019, Volume: 5 Issue: 1, 135 - 150, 15.02.2019

Sevda Koc Akran Oguz Gurbuzturk

https://doi.org/10.12973/ijem.5.1.147

Abstract

This study mainly aims to determine the effect of layered curriculum on problem solving skills of students  in science and technology course. The study group of the research is the 6th grade students of an elementary school in the center of Malatya. The mixed method, which includes quantitative and qualitative research patterns, was used.  In the quantitative dimension of the study; in order to find the answers for the1st, 2nd and 3th sub problems, the study group consists of 60 students, 30 in the experimental group and 30 in the control group. In the quantitative dimension, “The Problem Solving Skills Test” which is developed by the researcher has been used.  In the study, the qualitative data have been collected during the application by quoting from the students’ diaries and researchers’ diaries and after the application by using semi structured interview forms and examining documents. To analyze the quantitative data t-test was used and to analyze the qualitative data, descriptive analysis and content analysis were used. The study, while significant differentiation has not been observed between point average of control group students in pre-test problem solving skills and post-test point average; there has been a significant differentiation in favor of the post-test between point average of experimental students pre-test and post-test problem solving skills. Experimental group students encountered problems particularly in B and A layers during the period they performed Layered Curriculum activities. Also, there has been a significant differentiation in favor of the experimental group between experimental group students who were subjected to the Layered Curriculum activities and control group students who continued the existing curriculum. It was concluded that, experimental group students took responsibility in Layered Curriculum activities both individually and within a group, and used their problem solving skills when they face a problem.  

Keywords

Layered, layered curriculum, education, problem, problem solving skills

References

• Aktepe, V., & Aktepe, L. (2009). Teaching method using science and technology education on students’ aspects: The example of Kirsehir Bilsem. Journal of Kirsehir Education Faculty (KEFAD), 10(1), 69-80.
• Aydogus, R. (2009). The effect of the layered curriculum in Science & Technology subject to the academic achievement for 6th and 7th grade students in primary education. (Unpublished master’s thesis). Afyon Kocatepe Univerity, Afyonkarahisar, Turkey.
• Aydogus, R., & Ocak, G. (2011). The effect of the layered curriculum in Science & Technology subject to the academic achievement for 6th and 7th grade students in primary education. The Journal Turkish Educational Sciences, 9(2), 343-368.
• Bicer, S. (2011). Effects of the layered curriculum teaching method on student’s success, permanence and attitudes in science and technology course (Unpublished master’s thesis). Firat University, Elazig, Turkey.
• Buyukozturk, S. (2007). Guidebook of data analysis for social sciences. Ankara: Pegem Publishing.
• Buyukozturk, S., Cakmak, E. K, Akgun, O. E., Karadeniz, S., & Demirel, F. (2012). Scientific research methods (11th ed). Ankara: Pegem Publishing.
• Derya Dasci, A., & Onel, A. (2018). Views of science teacher candidates related to layered education curriculum. Erzincan University Journal of Education Faculty, 20(2), 517-535.
• Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education. Boston: McGraw Hill. Galliers, R. (ed.) (1992 ). Information systems research: issues, methods and practical guidelines. Oxfordshire: Alfred Waller Ltd.
• Gomleksiz, M. N., & Bicer, S. (2012). Effects of the layered curriculum teaching method on student’s success, permanence and attitudes in science and technology course. International Journal of Human Sciences, 2(9), 1657-1683.
• Gun, E. S. (2013). The reflections of layered curriculum to learning-teaching process in social studies course. International Journal of Instruction, 6(2), 87-98.
• Ilkel, E. G., & Saracoglu, S. (2018). The effect of layered curriculum on reflective thinking and on self-directed learning readiness of prospective teachers. International Journal of Progressive Education, 14(1), 8-20.
• Johnson, K. J. (2007). Layered curriculum for the construction trades: A mathematics curriculum to teach trade students basic math skills to be successful apprentices. Carbondale: Southern Illinois University Press.
• Kalayci, N. (2001). Problem solving and applications in social studies. Ankara: Gazi Bookstore.
• Koc Akran, S. (2018). The effect of the application of the layered curriculum on the metacognitive awareness of students in the 6th class science and technology lesson. Anatolian Journal of Educational Leadership and Instruction, 6(1), 1-25.
• Koc Akran, S. & Uzum, B. (2018). The effect of the layered curriculum on the 6th grade students' learning styles in science lesson. International Journal of Educational Methodology, 4(3), 141 - 152. doi: 10.12973/ijem.4.3.141
• LaSovage, A. J. (2006). Effects of using a layered curriculum format of instruction in a high school environmental science energy unit. (Unpublished master’s thesis). University of Michigan State, Michigan, USA.
• Maurer, L.A. (2009). Evaluating the use of layered curriculum and technology to increase comprehension and motivation in a middle school classroom (Unpublished master’s thesis). University of Michigan State, USA.
• Noe, B. (2008). The effects of a layered curriculum versus traditional teaching methods on academic achievement of fourth graders in the science content are (Unpublished master’s thesis), Columbia College, USA.
• Nunley, K. F. (2004). Layered curriculum. Amherst: Brain.org Publication.
• Nunley, K. F. (2011). Enhancing your layered curriculum classroom: tips, tune-ups and technology. Amherst: Brain.org Publication.
• Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: combining qualitative and quantitative approaches. London: Sage Publications.
• Uzum, B & Pesen, A. (2019). Do the Learner-centered Approaches Increase Academic Performance? Effect of the Layered Curriculum on Students' Academic Achievement in English Lesson. International Journal of Instruction, 12(1), 1585-1608.
• Yildirim Yakar, Z., & Albayrak, M. (2018). The effect of the layered curriculum method on the students’ achievement in “area measurement”. Hacettepe University Journal of Education, 1-21. doi: 10.16986/HUJE.2018044393.
• Yilmaz, F. (2010). Applications of layered curriculum in science and technology course (Unpublished doctoral dissertation). Anadolu University, Eskisehir, Turkey.