Film Temelli Öğrenmenin Öğrencilerin Kişilerarası Problem Çözme Becerileri ve Bilişsel Süreçleri Üzerindeki Etkileri

Öz

Arka Plan: Film temelli öğrenme, yükseköğretimde etkili bir öğretim yöntemi olarak görülmektedir. Amaç: Bu çalışma, film temelli öğrenmenin hemşirelik öğrencilerinin kişilerarası problem çözme becerileri ve üst bilişsel becerileri üzerindeki etkisini incelemeyi amaçlamaktadır. Yöntem: Çalışma, 2020–2021 eğitim-öğretim yılında Türkiye’deki bir devlet üniversitesinin hemşirelik fakültesinde, ön test/son test yarı deneysel ve rastgele seçilmemiş kontrol gruplu bir desenle yürütülmüştür. Deney grubu (n=26) 10 hafta boyunca sağlıkla ilgili kavramları ele alan filmleri izlemiş ve tartışmıştır. Kontrol grubuna (n=25) herhangi bir müdahale yapılmamıştır. Müdahale öncesi ve sonrası her iki gruba da Üstbiliş Ölçeği ve Kişilerarası Problem Çözme Ölçeği uygulanmıştır. Bulgular: Çalışma ve kontrol grupları arasında sosyo-demografik özellikler açısından istatistiksel olarak anlamlı bir fark bulunmamıştır (p>0,05). Kontrol grubunun üstbiliş ve problem çözme ölçek puanlarında anlamlı bir değişiklik görülmezken (p>0,05), deney grubunda her iki ölçekte de anlamlı bir artış saptanmıştır (p<0,001). Sonuç: Film temelli öğrenme, hemşirelik öğrencilerinin üstbilişsel ve kişilerarası problem çözme becerilerini geliştirmede etkili bulunmuştur.

Anahtar Kelimeler

• problem çözme
• üstbiliş
• hemşirelik eğitimi

The Effects of Film-Based Learning on Students’ Interpersonal Problem-Solving Skills and Cognitive Processes

Öz

Background: Film-based learning is considered an effective teaching method in higher education. Aim: This study aimed to examine the effects of film-based learning on nursing students' interpersonal problem-solving and metacognitive skills. Method: The study was conducted at a state-run university nursing faculty in Türkiye during the 2020–2021 academic year using a pretest/posttest, semi-experimental, non-randomized control group design. The experimental group (n=26) participated in film-based learning sessions for 10 weeks, which involved watching and discussing films related to health concepts. No intervention was provided for the control group (n=25). The Metacognition and Interpersonal Problem-Solving Scale was administered to both groups before and after the intervention. Results: No statistically significant differences in the experimental and control groups regarding their sociodemographic characteristics (p>0.05) were found. In the control group, no significant change was observed in metacognition and problem-solving scale scores (p>0.05). In contrast, the experimental group significantly improved metacognition and problem-solving scores (p<0.001). Conclusion: Film-based learning improved nursing students' metacognitive and interpersonal problem-solving skills.

Anahtar Kelimeler

• problem solving
• metacognition
• nursing education

Kaynakça

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