Sorgulamaya dayalı öğrenme yaklaşımına yönelik öğrenci görüşleri

Year 2009, Volume: 8 Issue: 2, 457 - 475, 26.06.2009

Şefik Yaşar Nil Duban

Abstract

İlköğretim 5. sınıf fen ve teknoloji derslerle ilgili etkinliklere, derse ait konular becerilerine, derse olan ilgimlere ve bilim insanlara yönelik olan düşüncelerine sahip olmak. Bu hafta içerisinde 12 hafta boyunca bir eylem araştırmasında eylemlerin (sorgulamaya giden öğrenme) toplanması. Bu analizde tabi analizine tabi tutulmuştur. Bu NVID2 Nitel Veri Analizi Programı bilgisayar programı. Elde edilen bulgular ışığında; sorgulamaya kopya öğrenme denkleme birlikte yapılan etkinlik çeşidinin artmasıyla birlikte, diller kullandıkları sayısının ve çeşidinde artış olduğu, fen ve teknoloji derslerinin kullanıldığı hale geldiği ve hesapla bilime ve bilim insanlarına bakışta olumlu etki etkilenmiş sonuclara ulaşılmıştır.

Keywords

fen eğitimi, fen ve teknoloji okur-yazarlığı, sorgulamaya dayalı öğrenme

Students' opinions regarding to the inquiry-based learning approach

Abstract

The purpose of this study was to determine the effects of the inquiry-based learning approach on
the activities held in science and technology course, students’ scientific process skills, their interests in science
and technology course, and their opinions about science and scientists. For this purpose, the data were collected
through audiotaped semi-structured interviews. The data of this study were analyzed through descriptive analysis
techniques by using NVivo2 Qualitative Data Analysis Program. In this study, the criterion sampling method
which was one of the purposive sampling methods was used. Consequently, the inquiry-based learning activities
were seen to contribute to the development of students’ scientific process skills and the acquisition of sciencetechnology-society-environment
gaining. Furthermore, students’ opinions about science and technology course,
science, and scientists had changed in positive way.

Keywords

Science Education, Scientific Literacy, Inquiry-based Learning.

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