DİJİTAL BAĞLAM TEMELLİ ÖĞRENME YAKLAŞIMININ ÖĞRENMEYE ETKİSİNİN İNCELENMESİ: SOSYAL BİLGİLER DERSİ ÖRNEĞİ

Abstract

Bu araştırmanın amacı, dijital bağlam temelli öğrenme yaklaşımının 5. sınıf Sosyal Bilgiler dersi “Hayatımızdaki Ekonomi” öğrenme alanında kavratılması hedeflenen öğrenme çıktıları ile bu kapsamda belirlenen alan, kavramsal, sosyal-duygusal öğrenme becerileri, eğilimler ve değer-eylem çerçevesinin öğrenmeye etkisini incelemektir. Bu doğrultuda dijital bağlam temelli öğrenme yaklaşımı ilk kez bu çalışma için tasarlanmıştır. Bağlamların dijitalleştirilmesi yoluyla yürütülen öğrenme süreci popüler sosyal medya araçları aracılığıyla yapılandırılmıştır. Araştırmada nicel yöntem kullanılmış; nicel yöntem, ön test-son test eşleştirilmiş kontrol gruplu yarı deneysel desenle tasarlanmıştır. Araştırmanın çalışma grubunu 2024-2025 akademik yılında Erzincan il merkezinde basit seçkisiz örnekleme yöntemiyle belirlenen iki farklı okuldaki 102 öğrenci oluşturmuştur. Veri toplama sürecinde ilgili öğrenme alanına yönelik öngörülen içeriğin belirlenen alt boyutları araştırmacı tarafından kontrol formlarına dönüştürülmüştür. Bu doğrultuda elde edilen nicel verilerin analizinde deney ve kontrol gruplarının ön test-son test puanlarını karşılaştırmak amacıyla bağımlı örneklem t-testi; ön test ve son test puanları arasındaki ilişkiyi incelemek içinse bağımsız örneklem t-testi kullanılmıştır. Sonuçlar, deney grubunun ön ve son test puanları arasında anlamlı bir farklılık olduğunu; deney ve kontrol grupları puan ortalamalarının ise son test ve deney grubu lehine olduğunu göstermektedir. Bu sonuçlar, dijital bağlam temelli öğrenme yaklaşımının öğrenmeyi olumlu yönde etkilediğini göstermektedir.

Keywords

• Hayatımızdaki ekonomi öğrenme alanı
• dijital bağlam temelli öğrenme
• sosyal medya
• sosyal bilgiler eğitimi

An Examination of the Effect of the Digital Context-Based Learning Approach on Learning: the Case of the Social Studies Course

Abstract

The aim of this study is to examine the impact of the digital context-based learning approach on achieving the intended learning outcomes of the fifth-grade Social Studies course, specifically within the learning domain “Economy in Our Lives.” In this context, the study also investigates its effect on domain-specific, conceptual, and socio-emotional learning skills, as well as on learners’ tendencies and the value–action framework defined for this domain. For this purpose, the digital context-based learning approach was designed for the first time within the scope of this research. The learning process, conducted through the digitalization of contexts, was structured using widely used social media platforms. A quantitative research design was employed, specifically a quasi-experimental model with a pre-test–post-test paired control group. The study group consisted of 102 students selected through simple random sampling from two schools in Erzincan city center during the 2024–2025 academic year. During data collection, the sub-dimensions of the targeted instructional content were transformed into control forms by the researcher. For data analysis, paired-samples t-tests were used to compare the pre-test and post-test scores of the experimental and control groups, while independent-samples t-tests were conducted to examine the relationship between pre-test and post-test scores. The results revealed a statistically significant difference between the experimental group’s pre-test and post-test scores, and the comparison of group means indicated that the post-test results were in favor of the experimental group. These findings demonstrate that the digital context-based learning approach has a positive effect on student learning.

Keywords

• Economy in our lives learning field
• digital context-based learning
• social media
• social studies education

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