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Süreç Odaklı Rehberli Sorgulamayla Öğrenmenin Motivasyon ve Mantıksal Düşünme Becerilerine Etkisi

Year 2023, , 284 - 303, 05.09.2023
https://doi.org/10.9779/pauefd.1156446

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.

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.

References

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

Year 2023, , 284 - 303, 05.09.2023
https://doi.org/10.9779/pauefd.1156446

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.

Project Number

SYL-2018-11246

References

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  • Abraham, M. R. (2005). Inquiry and the learning cycle approach. In Chemists' guide to effective teaching, eds. N. J. Pienta, M. M. Cooper, and T. J. Greenbowe. Upper Saddle River, NJ: Prentice Hall.
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  • Aksu, M., Berberoğlu, G., & Paykoç, F. (1990). Can the GALT test be used in a different cultural setting? (Research Report). Ankara: METU.
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  • Amiot, L.M. (2007). The particulate nature of polyatomic ions: An exploratory study using molecular drawing software. (Unpublished doctoral dissertation). Louisiana State University and Agricultural and Mechanical College.
  • Artuz, J. K. A., & Roble, D. B. (2021). Developing students’ critical thinking skills in mathematics using Online-Process Oriented Guided Inquiry Learning (O-POGIL). American Journal of Educational Research, 9(7), 404–409.
  • Ashman, A., & Gillies, R. (Eds.). (2003). Cooperative learning: The social and intellectual outcomes of learning in groups. London and NewYork: Routledge.
  • Atila, M. E., & Sözbilir, M. (2016). Fen ve teknoloji dersi öğretim programındaki yapılandırmacılığa dayalı öğelerin öğretmenler tarafından uygulanışı: Nitel bir çalışma. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1418-1457.
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  • Bunce, D. M., & Hutchinson, K. D. (1993). The use of the GALT (Group Assessment of Logical Thinking) as a predictor of academic success in college chemistry. Journal of Chemical Education, 70(3), 183-187.
  • Bümen, N. T., Çakar, E., & Yıldız, D. G. (2014). Türkiye’de öğretim programına bağlılık ve bağlılığı etkileyen etkenler. Kuram ve Uygulamada Eğitim Bilimleri, 14(1), 203-228.
  • Bümen, N.T., & Yazıcılar, Ü. (2020). Öğretmenlerin öğretim programı uyarlamaları üzerine bir durum çalışması: devlet ve özel lise farklılıkları. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 40(1), 183-224.
  • Değirmenci, A., & Doğru, M. (2019). İlkokul 4. sınıf fen bilimleri dersi öğretim programı maddeyi tanıyalım ünitesi kazanımlarının gerçekleşme düzeyinin değerlendirilmesi. Gazi Eğitim Bilimleri Dergisi, 5(1), 102-121.
  • Demirkazan, Y. K., Kalik, G. & Öcal, K. (2018). Ortaokul ve imam hatip ortaokulu fen bilimleri 7 ders kitabı. Milli Eğitim Bakanlığı Yayınları.
  • De Gale, S., & Boisselle, L. N. (2015). The Effect of POGIL on Academic Performance and Academic Confidence. Science Education International, 26(1), 56-79.
  • De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179–201.
  • Doğan, Y. (2010). Fen Ve Teknoloji Dersi Programının Uygulanması Sürecinde Karşılaşılan Sorunlar. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 86-106.
  • Douglas, E. (2014). Introduction to materials science and engineering: A guided inquiry. Upper Saddle River, NJ: Pearson Higher Education.
  • Geiger, M. (2010). Implementing POGIL in allied health chemistry courses: Insights from process education. International Journal of Process Education, 2(1), 19-34.
  • Glazer, N. (2015). Student perceptions of learning data-creation and data-analysis skills in an introductory college-level chemistry course. Chemistry Education Research and Practice, 16(2), 338–345.
  • Gülmez Güngörmez, H., & Akgün, A. (2020). Kavram yanılgılarının giderilmesinde süreç odaklı rehberli sorgulayıcı öğrenme ortamının etkisi: Kuvvet ve enerji ünitesi örneği. Journal of History School, 49, 4118-4147.
  • Ham, Y., & Myers, B. (2019). Supporting guided inquiry with cooperative learning in computer organization. SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 273–279.
  • Hanib, M. T., Suhadi, S., & Indriwati, S. E. (2017). Science processing skill improvement through POGIL. Jurnal Pendidikan Sains, 5(4), 118–122.
  • Hanson, D. M. (2006). Instructor's guide to process-oriented guided-inquiry learning. Lisle, IL: Pacific Crest.
  • Hanson D., (2011). General chemistry: Guided explorations. (2nd ed.). CA, USA: Brooks/Cole.
  • Harrison, A. G., & Treagust, D. F. (2002). The particulate nature of matter: Challenges in understanding the submicroscopic world. In Chemical education: Towards research-based practice (pp. 189-212). Springer, Dordrecht.
  • Hazır Bıkmaz, F., (2006). Yeni ilköğretim programları ve öğretmenler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39(1), 97-116.
  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
  • Hogan, K., & Maglienti, M. (2001).Comparing the epistemological underpinnings of students’and scientists’reasoning about conclusions. Journal of Research in Science Teaching, 38(6), 663–687.
  • Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and problem solving skills of preservice elementary teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4), 777–794.
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There are 82 citations in total.

Details

Primary Language Turkish
Subjects Science and Mathematics Education (Other)
Journal Section Articles
Authors

Leman Alakoyun 0000-0001-9454-3038

Özgecan Taştan Kırık 0000-0001-8262-5458

Project Number SYL-2018-11246
Early Pub Date May 25, 2023
Publication Date September 5, 2023
Submission Date August 4, 2022
Acceptance Date May 9, 2023
Published in Issue Year 2023

Cite

APA Alakoyun, L., & Taştan Kırık, Ö. (2023). Süreç Odaklı Rehberli Sorgulamayla Öğrenmenin Motivasyon ve Mantıksal Düşünme Becerilerine Etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(59), 284-303. https://doi.org/10.9779/pauefd.1156446