Süreç Odaklı Rehberli Sorgulamayla Öğrenmenin Motivasyon ve Mantıksal Düşünme Becerilerine Etkisi

Year 2023, , 284 - 303, 05.09.2023

Leman Alakoyun , Özgecan Taştan Kırık

https://doi.org/10.9779/pauefd.1156446

Cited By: 1

Abstract

Bu çalışmada yarı-deneysel desenlerden eşitlenmemiş kontrol gruplu desen kullanılarak, Süreç Odaklı Rehberli Sorgulamayla Öğrenmenin (POGIL®) yedinci sınıf öğrencilerinin fen bilimleri dersindeki motivasyonlarına ve mantıksal düşünme becerilerine etkisi araştırılmıştır. Araştırmaya kontrol grubundan 28 ve deney grubundan 27 olmak üzere toplam 55 öğrenci katılmıştır. Katılımcılar uygun örnekleme yöntemi ile belirlenmiştir. Kontrol grubunda Saf Madde ve Karışımlar ünitesi, öğrenciler arası etkileşimin sınırlı olduğu süregelen öğretim yöntemi ile öğretilirken deney grubunda POGIL ile öğretilmiştir. Katılımcıların mantıksal düşünme becerilerini ölçmek için Mantıksal Düşünme Grup Testi ve fen bilimleri dersine yönelik motivasyonlarını ölçmede ise Öğrenmede Güdüsel Stratejiler Ölçeği’nin Motivasyon Ölçeği ön test ve son test olarak uygulanmıştır. Bulgulara göre uygulamanın sonunda POGIL grubunun, süregelen öğretim yöntemlerinin uygulandığı gruba kıyasla motivasyon ve mantıksal düşünme becerisi puanları anlamlı düzeyde daha yüksektir. Sonuç olarak POGIL’in Saf Madde ve Karışımlar ünitesini öğretmede ortaokul öğrencilerinin motivasyon ve mantıksal düşünme becerilerini geliştiren etkili bir strateji olduğu söylenebilir.

Keywords

süreç odaklı rehberli sorgulamayla öğrenme (POGIL), maddenin tanecikli yapısı, mantıksal düşünme becerileri, motivasyon, ortaokul öğrencileri

Supporting Institution

Çukurova Üniversitesi Bilimsel Araştırma Projeleri Birimi

Project Number

SYL-2018-11246

Thanks

Çukurova Üniversitesi Bilimsel Araştırma Projeleri Birimi'ne araştırmaya verdiği destekten dolayı teşekkür ederiz.

The Effect of Process-Oriented Guided Inquiry Learning on Motivation and Logical Thinking Skills

Abstract

This study employed a non-equivalent control group design to investigate the effect of Process Oriented Guided Inquiry Learning (POGIL®) on seventh grade students' motivation and logical thinking skills in a science course. There were 55 students in total, 28 students in the control group and 27 students in the experimental group. A convenient sampling method was used to select the participants. The Pure Substances and Mixtures unit was taught to the students in the control group by using the ongoing teaching method with limited interaction while POGIL was implemented in the experimental group. Group Assessment of Logical Thinking (GALT) was administered to assess the participants' logical thinking skills and the Motivation Scale of the Motivational Strategies Scale in Learning was used as the pre-test and post-test to assess their motivation for the science course. According to the results, the POGIL group had significantly higher motivation and logical thinking skills scores than the control group that used the ongoing teaching methods. Thus, it can be claimed that POGIL is an effective strategy to improve middle school students' motivation and logical thinking skills for teaching the Pure Substances and Mixtures unit.

Keywords

process oriented guided inquiry learning (POGIL), particulate nature of matter, logical thinking skills, motivation, middle school students

Project Number

SYL-2018-11246

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