İlkokulda Yavaş Geçişli Animasyon ve Dijital Kavram Haritası Kullanımı: Fen Bilimleri Tutumu ve Üst Bilişsel Farkındalık Açısından Bir Değerlendirme

Year 2023, , 177 - 200, 02.05.2023

Hakan Çite , Sümeyra Gürbüzer , Menşure Alkış Küçükaydın

https://doi.org/10.9779/pauefd.1085078

Abstract

Bu çalışmanın amacı, fen bilimleri dersinde kullanılan yavaş geçişli animasyon ile dijital kavram haritalarının ilkokul 3. sınıf öğrencilerinin fen tutumlarına ve üst bilişsel farkındalık düzeylerine etkisini incelemektir. Çalışmada ön test- son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma kapsamında yansız atama yoluyla belirlenen üç gruptan ikisi deney grubunu, biri ise kontrol grubunu oluşturmuştur. Deney gruplarından birinde (DG-1) fen bilimleri dersi yavaş geçişli animasyon tekniği kullanılarak yürütülürken diğer deney grubunda (DG-2) dijital kavram haritası kullanılmıştır. Kontrol grubunda (KG) ise fen bilimleri dersi müfredatına uygun olarak ders kitapları takip edilmiştir. DG-1 grubunda 21, DG-2 grubunda 25 ve KG’de 21 öğrenci olmak üzere çalışma grubunda toplam 67 öğrenci yer almıştır. Veriler fen tutum ölçeği ile üstbilişsel farkındalık ölçeği yardımıyla toplanmıştır. Verilerin analizinde ANOVA ve ANCOVA kullanılmıştır. Elde edilen bulgulara göre DG-1 ve DG-2 gruplarının, son testlerde hem tutum hem de üstbilişsel farkındalık puanları artmıştır. Ayrıca gruplar arası kıyaslamalar, dijital kavram haritasının yavaş geçişli animasyondan daha etkili olduğunu göstermiştir. Elde edilen sonuçlara dayanarak fen bilimlerinin farklı ünitelerinde çalışmalar yapılması ve yavaş geçişli animasyonun sınırlılıklarının değerlendirilmesi önerilmiştir.

Keywords

fen tutumu, kavram haritası, üst bilişsel farkındalık, teknoloji, yavaş geçişli animasyon.

The Use of Slow Motion and Digital Concept Maps in Primary School: An Evaluation in Terms of Science Attitudes and Metacognitive Awareness

Abstract

The aim of this study was to examine the effects of slow motion and digital concept maps used in science lessons on primary school 3rd-grade students’ science attitudes and metacognitive awareness levels. A quasi-experimental design with a pretest-posttest control group was used. Within the scope of the study, two of the three groups determined by unbiased assignment were experimental groups and one was the control group. In one of the experimental groups (EG-1), science lessons were carried out using the slow motion technique, while digital concept mapping was applied for the other experimental group (EG-2). In the control group (CG), textbooks were followed in accordance with the science course curriculum. A total of 67 students participated in the study, with 21 students in EG-1, 25 students in EG-2, and 21 students in CG. Data were collected with the help of the Science Attitude Scale and Metacognitive Awareness Scale. ANOVA and ANCOVA were used in the analysis of data. According to the findings, both the attitude and metacognitive awareness scores of students in the EG-1 and EG-2 groups increased in the posttests. In addition, comparisons between the groups showed that digital concept maps were more effective than slow motion. Based on the results obtained, it can be suggested that further studies be carried out in different science units to evaluate the limitations of slow motion.

Keywords

science attitude, concept map, metacognitive awareness, technology, slow motion.

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