Hayat Bilgisi Dersinde Web 2.0 ve Öyküleştirme Destekli Çocuklar için Felsefe: “Öğretmenim, Bütün Bunları Biz mi Konuştuk?”

Year 2023, Volume: 24 Issue: 2, 1345 - 1405, 31.08.2023

Ferat Yılmaz

Abstract

Bu araştırmanın amacı Web 2.0 ve öyküleştirme destekli P4C oturumlarının hayat bilgisi dersinde öğrencilerin derse karşı tutumu ve derste eğlenme düzeyleri üzerindeki etkisini incelemek ve araştırmacı ile öğretmenin süreç hakkındaki görüşlerini tespit etmektir. Araştırma, iç içe karma desenle yürütülmüştür. Araştırmaya bir sınıf öğretmeni ile onun 3. sınıfa devam eden öğrencileri katılmıştır. Nitel veriler, öğrencilerden toplanan kavram ağı dokümanları ve araştırmacıyla öğretmen tarafından tutulan günlüklerle toplanmıştır. Nicel veriler, Hayat Bilgisi Dersi Tutum Ölçeği ve Hayat Bilgisi Dersinde Eğlenme Ölçeği ile toplanmıştır. Nicel verilerin analizinde bağımlı gruplar için t-testi kullanılmıştır. Nitel veriler ise içerik analizi ile analiz edilmiştir. Elde edilen sonuçlara göre araştırma süresince işe koşulan müdahale, öğrencilerin hayat bilgisi dersine karşı olumlu tutumlarını arttırmış; ancak derste eğlenme düzeylerinde anlamlı bir değişikliğe neden olmamıştır. Süreç öğrenciler için akıcı düşünme, konuya farklı bakış açılarıyla yaklaşma ve kavram öğrenme gibi birçok fırsat sunmuştur. Öğretmenler açısından ise sürecin sosyokültürel etkiyi izleme ve mesleki yansıtmalarda bulunma gibi faydaları olmuştur.

Keywords

P4C, Çocuklar için felsefe, Öyküleştirme, Web 2.0, Hayat bilgisi dersi

Web 2.0 and Storyline Supported Philosophy for Children in Life Studies Course: “Teacher, were we the ones talking about all this?”

Abstract

The purpose of this research is to examine the effect of Web 2.0 and storyline-supported P4C sessions on students' attitudes, level of fun, and the concept learning processes in the life studies course, and to reveal the opinions of the teacher and researcher about the process. The research was carried out with nested mixed design. A primary school teacher and her 3rd grade students participated in the research. Qualitative data was collected through concept network documents collected from students and diaries kept by the researcher and teacher. Quantitative data was collected with the Scales of Attitude towards Life Studies Course and Fun in Life Studies Course. To analyze the quantitative data, the Paired Sample t-test was used. Qualitative data was analyzed by content analysis. According to the results obtained, the intervention employed during the research increased the positive attitudes of the students towards the life studies course; however, it did not cause a significant change in the level of fun in the lesson. The process provided many opportunities for students, such as fluent thinking, approaching the subject from different perspectives, and learning concepts. In terms of teachers, the process had benefits such as monitoring the socio-cultural impact and making professional reflections.

Keywords

P4C, Philosophy for children, Storyline, Web 2.0, Life studies course

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