The effect of instruction based on Kolb's experiential learning theory on attitude, achievement and retention in social studies

Year 2008, Volume: 7 Issue: 2, 401 - 420, 26.06.2008

İlke Evin Gencel

Abstract

The aim of the study is to reveal the efficacy of Social Studies instruction based on Kolb’s
experiential learning theory on secondary school 7th grade students’ attitudes, achievement and their retained
level of Social Studies’goals. The sample (n=50) consists of 7th grade students in 19 Mayıs Primary School in
Konak, zmir. In the experimental group, in accordance with the experiential learning theory, activities suitable
for the steps of concrete experience, reflective observation, abstract conceptualization and active experience. The
data were gathered from Kolb’s Learning Styles Inventory III, Social Science Course Achievement Test,
Attitude Scale of Social Studies Course. The obtained data were analysis through SPSS 11.00 program. As a
result of the study, instruction based on experiential learning increased students’ achievement and retention in
Social Science Course and affected students’ attitudes towards this course in a positive way.

Keywords

Experiential learning, learning styles, Social Studies achievement.

Sosyal Bilgiler Dersinde Kolb'un Deneyimsel Öğrenme Kuramına Dayalı Eğitimin Tutum, Akademik Başarı ve Öğrenmenin Kalıcılığına Etkisi

Abstract

Bu çalışmanın amacı, Kolb'un deneyimsel öğrenme kuramına dayalı eğitimin ilköğretim yedinci sınıf öğrencilerin sosyal bilgileri dersine yönelik eğitimler, bu dersteki akademik başarıları ve öğrenilenlerin kalıcılığı üzerindeki etkisini ölçmek. Çalışma grubunu İzmir ili Konak ilçesinde bulunan 19 Mayıs İlköğretim Okulu yedinci sınıf öğrencileri oluşturulmuştur (n = 50). Deney grubunda, deneyimsel öğrenme kuramına uygun olarak, sırasıyla somut deneyim, yansıtıcı gözlem, soyut kavramsallaştırma ve aktif deneyim aşamalarına uygun etkinlikler gerçekleştirilmiştir. Veri toplama aracı olarak Kolb Öğrenme Stilleri Envanteri III, Sosyal Bilgiler Başarı Testi ve Sosyal Bilgileri Dersine Yönelik Tutum Ölçeği kullanılmıştır. Veriler SPSS 11.00 programında analiz edildi. Araştırma sonucunda, deneyimsel öğrenme kuramına dayalı eğitimin sosyal Bilgiler dersi akademik başarısını ve öğrenilenlerin kalıcılığını arttırdığı, bu derse yönelik tutumu olumlu etkilediği belirlenmiştir.

Keywords

Deneyimsel öğrenme, öğrenme stilleri, Sosyal Bilgiler dersi başarısı

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