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ORGANİK OKUL MODELİYLE YÜRÜTÜLEN HAYAT BİLGİSİ DERSLERİNİN İLKOKUL ÜÇÜNCÜ SINIF ÖĞRENCİLERİNİN BİLİMSEL SÜREÇ BECERİLERİNE VE HAYAT BİLGİSİ DERSİ TUTUMLARINA ETKİSİ

Year 2022, Issue: 91, 140 - 156, 05.10.2022
https://doi.org/10.17753/sosekev.1131089

Abstract

İç içe karma desen kullanılarak yürütülen bu çalışmanın amacı organik okul modeliyle yürütülen hayat bilgisi derslerinin ilkokul üçüncü sınıf öğrencilerinin bilimsel süreç becerilerine ve hayat bilgisi dersine yönelik tutumlarına etkisini incelemektir. Bu amaç doğrultusunda araştırmanın nicel boyutunda tek grup ön-test son-test tasarımı kullanılarak öğrencilerin bilimsel süreç becerilerindeki ve hayat bilgisi dersine yönelik tutumlarındaki değişim incelenmiştir. Ardından öğrencilerin deneyimledikleri eğitimlere dair derinlemesine bilgi edinebilmek amacıyla öğrencilerle odak grup görüşmeleri gerçekleştirilmiştir. Araştırmanın çalışma grubunda 19 öğrenci yer almıştır. Elde edilen nicel veriler Wilcoxon işaretli sıralar testi kullanılarak analiz edilmiştir. Nitel verilerin analizinde ise tematik analiz yöntemi kullanılmıştır. Araştırmadan elde edilen bulgulara göre öğrencilerin bilimsel süreç becerilerinde ve hayat bilgisi dersine yönelik olumlu tutumlarında istatistiksel olarak anlamlı bir artış gözlemlenmiştir. Ayrıca öğrencilerin organik okul modelini sevdikleri, yürütülen dersler süresince stres düzeylerinin düşük seviyede olduğu ve özellikle doğada yapılan etkinliklerden hoşlandıkları görülmüştür. Elde edilen bulgular, organik eğitim yaklaşımı temelinde oluşturulan organik okul modelindeki fiziksel öğrenme ortamının, öğrencilerin bilimsel süreç becerilerini ve işlenen derslere yönelik tutumlarını geliştirmeye katkısı olduğuna işaret etmektedir.

Supporting Institution

Hatay Mustafa Kemal Üniversitesi Bilimsel Araştırma Koordinatörlüğü

Project Number

19.M.035

References

  • Aydoğdu, B. ve Karakuş, F. (2015). İlkokul öğrencilerine yönelik temel beceri ölçeğinin Türkçeye uyarlama çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(34), 105-131. https://dergipark.org.tr/en/pub/maeuefd/issue/19407/206304
  • Bell, A. C. ve Dyment, J. E. (2008). Grounds for health: The intersection of green school grounds and health‐promoting schools. Environmental Education Research, 14(1), 77-90. https://doi.org/10.1080/13504620701843426
  • Berger, N., Mackenzie, E. ve Holmes, K. (2020). Positive attitudes towards mathematics and science are mutually beneficial for student achievement: A latent profile analysis of TIMSS 2015. The Australian Educational Researcher, 47(3), 409-444. https://doi.org/10.1007/s13384-020-00379-8
  • Bowler, D. E., Buyung-Ali, L. M., Knight, T. M. ve Pullin, A. S. (2010). A systematic review of evidence for the added benefits to health of exposure to natural environments. BMC Public Health, 10(1), 456. https://doi.org/10.1186/1471-2458-10-456
  • Bratman, G. N., Daily, G. C., Levy, B. J. ve Gross, J. J. (2015). The benefits of nature experience: Improved affect and cognition. Landscape and Urban Planning, 138, 41-50. https://doi.org/10.1016/j.landurbplan.2015.02.005
  • Braun, V. ve Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Cayubit, R. F. O. (2022). Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students. Learning Environments Research, 25(2), 581-599. https://doi.org/10.1007/s10984-021-09382-x
  • Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452. https://doi.org/10.1177/0885412215595441
  • Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M. ve Menon, V. (2018). Positive attitude toward math supports early academic success: Behavioral evidence and neurocognitive mechanisms. Psychological Science, 29(3), 390-402. https://doi.org/10.1177/0956797617735528
  • Cohen, L., Manion, L. ve Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  • Creswell, J. W. ve Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed). SAGE.
  • Dahlin, B. (2017). Rudolf Steiner: The relevance of waldorf education (1. bs). Springer International Publishing: Imprint: Springer. https://doi.org/10.1007/978-3-319-58907-7
  • Gill, T. (2014). The benefits of children’s engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10-34. https://doi.org/10.7721/chilyoutenvi.24.2.0010
  • Grissom, R. J. ve Kim, J. J. (2012). Effect sizes for research: Univariate and multivariate applications (2th ed). Routledge.
  • Guest, G., MacQueen, K. ve Namey, E. (2012). Applied thematic analysis. SAGE. https://doi.org/10.4135/9781483384436
  • Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education: Principles, Policy ve Practice, 6(1), 129-144. https://doi.org/10.1080/09695949993044
  • Jirout, J. ve Zimmerman, C. (2015). Development of science process skills in the early childhood years. K. Cabe Trundle ve M. Saçkes (Ed.), Research in early childhood science education (ss. 143-165). Springer. https://doi.org/10.1007/978-94-017-9505-0_7
  • Knight, S. (2016). Forest School in practice. SAGE.
  • Kuo, M., Barnes, M. ve Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305
  • Martin, D. J. (2012). Elementary science methods: A constructivist approach (6th ed). Wadsworth, Cengage Learning.
  • MEB. (2018a). Fen bilimleri dersi öğretim programı. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • MEB. (2018b). Hayat bilgisi dersi öğretim programı. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=326
  • Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(2), 120-123. https://doi.org/10.1097/00006199-199103000-00014
  • Oker, D. ve Tay, B. (2020). Hayat bilgisi dersi tutum ölçeğinin geliştirilmesi ve öğrencilerin hayat bilgisi dersine yönelik tutumları. Kalem Uluslararasi Egitim ve Insan Bilimleri Dergisi, 10(2/19), 731-756. https://doi.org/10.23863/kalem.2020.173
  • Orçan Kaçan, M., Halmatov, M. ve Kartaltepe, O. (2017). Okul öncesi eğitim kurumları bahçelerinin incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 1(1), 60-70. https://doi.org/10.24130/eccd-jecs.196720171112
  • Osman, K. (2012). Primary science: Knowing about the world through science process skills. Asian Social Science, 8(16), 1-7. https://doi.org/10.5539/ass.v8n16p1
  • Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M. ve Carrus, G. (2021). The effects of contact with nature during outdoor environmental education on students’ wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.648458
  • Rezba, R. J., Sprague, C., McDonnough, J. T. ve Matkins, J. J. (2007). Learning and assessing science process skills. Kendall Hunt.
  • Roberts, A., Hinds, J. ve Camic, P. M. (2020). Nature activities and wellbeing in children and young people: A systematic literature review. Journal of Adventure Education and Outdoor Learning, 20(4), 298-318. https://doi.org/10.1080/14729679.2019.1660195
  • Roth, W. M. ve Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127-152. https://doi.org/10.1002/tea.3660300203 Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed). SAGE.
  • Tashakkori, A., Johnson, B. ve Teddlie, C. (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences (2th ed). SAGE.
  • The jamovi project. (2021). Jamovi (1.6.21) [MacOS]. https://www.jamovi.org/
  • Turan, M. (2014, 19-21 Haziran). Değerler eğitiminde alternatif bir model: Organik okul. [Uluslararası Sempozyum]. İnsani Değerlerin Yeniden İnşası, s.461-464, Atatürk Üniversitesi, Erzurum.
  • Turan, M. (2020). Organik eğitim merkezi (OREM) etkinlik ve ders planları (1st ed). Sonçağ Yayıncılık.
  • Turan, M. ve Çalışkan, E. F. (2018). Views of educators about organic school which is an alternative model in education. International Journal of Research in Education and Science (IJRES), 4(1), 263-278. https://doi.org/10.21890/ijres.383175
  • Turiman, P., Omar, J., Daud, A. M. ve Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia - Social and Behavioral Sciences, 59, 110-116. https://doi.org/10.1016/j.sbspro.2012.09.253
  • Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Left Coast Press.
  • VERBI Software. (2020). MAXQDA 2020 (Analytics Pro 2020.2.2) [MacOS]. https://www.maxqda.com/
  • Wigfield, A., Eccles, J. S., Fredricks, J., Simpkins, S., Roeser, R. W. ve Schiefele, U. (2015). Development of achievement motivation and engagement. M. E. Lamb ve R. M. Lerner (Ed.), Handbook of child psychology and developmental science: Socioemotional processes (ss. 657-700). Wiley.
  • Wilcox, R. R. (2017). Introduction to robust estimation and hypothesis testing (4th ed.). Elsevier.

The Effects of Life Science Lessons with The Organic School Model on Primary School Third-Grade Students’ Science Process Skills and Attitudes Towards the Life Science Course

Year 2022, Issue: 91, 140 - 156, 05.10.2022
https://doi.org/10.17753/sosekev.1131089

Abstract

The aim of this study, which was carried out using the embedded design, is to examine the effects of life science lessons conducted with the organic school model on primary school third-grade students' science process skills and attitudes towards life science course. For this purpose, the change in students' scientific process skills and attitudes towards life science course was examined by using a single group pre-test post-test design in the quantitative part of the research. Then, focus group interviews were conducted to obtain in-depth information about the education experienced by the students. There were 19 students in the study group of the research. Quantitative data were analyzed using the Wilcoxon signed rank test and qualitative data were analyzed using thematic analysis. As a result, a statistically significant increase was observed in the students' scientific process skills and positive attitudes towards the life science course. In addition, it was observed that the students liked the organic school model, their stress levels were low during the lessons, and they especially enjoyed the activities they performed in nature. The results indicate that the physical learning environment in the organic school model contributes to the development of students' scientific process skills and their attitudes towards the lessons taught.

Project Number

19.M.035

References

  • Aydoğdu, B. ve Karakuş, F. (2015). İlkokul öğrencilerine yönelik temel beceri ölçeğinin Türkçeye uyarlama çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(34), 105-131. https://dergipark.org.tr/en/pub/maeuefd/issue/19407/206304
  • Bell, A. C. ve Dyment, J. E. (2008). Grounds for health: The intersection of green school grounds and health‐promoting schools. Environmental Education Research, 14(1), 77-90. https://doi.org/10.1080/13504620701843426
  • Berger, N., Mackenzie, E. ve Holmes, K. (2020). Positive attitudes towards mathematics and science are mutually beneficial for student achievement: A latent profile analysis of TIMSS 2015. The Australian Educational Researcher, 47(3), 409-444. https://doi.org/10.1007/s13384-020-00379-8
  • Bowler, D. E., Buyung-Ali, L. M., Knight, T. M. ve Pullin, A. S. (2010). A systematic review of evidence for the added benefits to health of exposure to natural environments. BMC Public Health, 10(1), 456. https://doi.org/10.1186/1471-2458-10-456
  • Bratman, G. N., Daily, G. C., Levy, B. J. ve Gross, J. J. (2015). The benefits of nature experience: Improved affect and cognition. Landscape and Urban Planning, 138, 41-50. https://doi.org/10.1016/j.landurbplan.2015.02.005
  • Braun, V. ve Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Cayubit, R. F. O. (2022). Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students. Learning Environments Research, 25(2), 581-599. https://doi.org/10.1007/s10984-021-09382-x
  • Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452. https://doi.org/10.1177/0885412215595441
  • Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M. ve Menon, V. (2018). Positive attitude toward math supports early academic success: Behavioral evidence and neurocognitive mechanisms. Psychological Science, 29(3), 390-402. https://doi.org/10.1177/0956797617735528
  • Cohen, L., Manion, L. ve Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  • Creswell, J. W. ve Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed). SAGE.
  • Dahlin, B. (2017). Rudolf Steiner: The relevance of waldorf education (1. bs). Springer International Publishing: Imprint: Springer. https://doi.org/10.1007/978-3-319-58907-7
  • Gill, T. (2014). The benefits of children’s engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10-34. https://doi.org/10.7721/chilyoutenvi.24.2.0010
  • Grissom, R. J. ve Kim, J. J. (2012). Effect sizes for research: Univariate and multivariate applications (2th ed). Routledge.
  • Guest, G., MacQueen, K. ve Namey, E. (2012). Applied thematic analysis. SAGE. https://doi.org/10.4135/9781483384436
  • Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education: Principles, Policy ve Practice, 6(1), 129-144. https://doi.org/10.1080/09695949993044
  • Jirout, J. ve Zimmerman, C. (2015). Development of science process skills in the early childhood years. K. Cabe Trundle ve M. Saçkes (Ed.), Research in early childhood science education (ss. 143-165). Springer. https://doi.org/10.1007/978-94-017-9505-0_7
  • Knight, S. (2016). Forest School in practice. SAGE.
  • Kuo, M., Barnes, M. ve Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305
  • Martin, D. J. (2012). Elementary science methods: A constructivist approach (6th ed). Wadsworth, Cengage Learning.
  • MEB. (2018a). Fen bilimleri dersi öğretim programı. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • MEB. (2018b). Hayat bilgisi dersi öğretim programı. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=326
  • Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40(2), 120-123. https://doi.org/10.1097/00006199-199103000-00014
  • Oker, D. ve Tay, B. (2020). Hayat bilgisi dersi tutum ölçeğinin geliştirilmesi ve öğrencilerin hayat bilgisi dersine yönelik tutumları. Kalem Uluslararasi Egitim ve Insan Bilimleri Dergisi, 10(2/19), 731-756. https://doi.org/10.23863/kalem.2020.173
  • Orçan Kaçan, M., Halmatov, M. ve Kartaltepe, O. (2017). Okul öncesi eğitim kurumları bahçelerinin incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 1(1), 60-70. https://doi.org/10.24130/eccd-jecs.196720171112
  • Osman, K. (2012). Primary science: Knowing about the world through science process skills. Asian Social Science, 8(16), 1-7. https://doi.org/10.5539/ass.v8n16p1
  • Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M. ve Carrus, G. (2021). The effects of contact with nature during outdoor environmental education on students’ wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.648458
  • Rezba, R. J., Sprague, C., McDonnough, J. T. ve Matkins, J. J. (2007). Learning and assessing science process skills. Kendall Hunt.
  • Roberts, A., Hinds, J. ve Camic, P. M. (2020). Nature activities and wellbeing in children and young people: A systematic literature review. Journal of Adventure Education and Outdoor Learning, 20(4), 298-318. https://doi.org/10.1080/14729679.2019.1660195
  • Roth, W. M. ve Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127-152. https://doi.org/10.1002/tea.3660300203 Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed). SAGE.
  • Tashakkori, A., Johnson, B. ve Teddlie, C. (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences (2th ed). SAGE.
  • The jamovi project. (2021). Jamovi (1.6.21) [MacOS]. https://www.jamovi.org/
  • Turan, M. (2014, 19-21 Haziran). Değerler eğitiminde alternatif bir model: Organik okul. [Uluslararası Sempozyum]. İnsani Değerlerin Yeniden İnşası, s.461-464, Atatürk Üniversitesi, Erzurum.
  • Turan, M. (2020). Organik eğitim merkezi (OREM) etkinlik ve ders planları (1st ed). Sonçağ Yayıncılık.
  • Turan, M. ve Çalışkan, E. F. (2018). Views of educators about organic school which is an alternative model in education. International Journal of Research in Education and Science (IJRES), 4(1), 263-278. https://doi.org/10.21890/ijres.383175
  • Turiman, P., Omar, J., Daud, A. M. ve Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia - Social and Behavioral Sciences, 59, 110-116. https://doi.org/10.1016/j.sbspro.2012.09.253
  • Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Left Coast Press.
  • VERBI Software. (2020). MAXQDA 2020 (Analytics Pro 2020.2.2) [MacOS]. https://www.maxqda.com/
  • Wigfield, A., Eccles, J. S., Fredricks, J., Simpkins, S., Roeser, R. W. ve Schiefele, U. (2015). Development of achievement motivation and engagement. M. E. Lamb ve R. M. Lerner (Ed.), Handbook of child psychology and developmental science: Socioemotional processes (ss. 657-700). Wiley.
  • Wilcox, R. R. (2017). Introduction to robust estimation and hypothesis testing (4th ed.). Elsevier.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Mehmet Turan 0000-0001-6963-4827

Zeynel Abidin Emir 0000-0002-0586-2967

Project Number 19.M.035
Publication Date October 5, 2022
Published in Issue Year 2022 Issue: 91

Cite

APA Turan, M., & Emir, Z. A. (2022). ORGANİK OKUL MODELİYLE YÜRÜTÜLEN HAYAT BİLGİSİ DERSLERİNİN İLKOKUL ÜÇÜNCÜ SINIF ÖĞRENCİLERİNİN BİLİMSEL SÜREÇ BECERİLERİNE VE HAYAT BİLGİSİ DERSİ TUTUMLARINA ETKİSİ. EKEV Akademi Dergisi(91), 140-156. https://doi.org/10.17753/sosekev.1131089