UBD (UNDERSTANDING BY DESIGN) MODELINE GÖRE HAZIRLANMIŞ FARKLILAŞTIRILMIŞ FEN VE TEKNOLOJI DERSI ÖĞRETIM PLANI: TÜRKIYE ÖRNEĞI

Abstract

UbD modeli ve farklılaştırılmış öğretimin eğitim ortamlarında kullanılması son yıllarda adından sıkça söz ettirmeye başlamıştır. İkisinin öğretimi planlama ve süreci farklılaştırma konusundaki birlikteliği birçok eğitimciye ilham kaynağı olmuştur. Bu araştırmanın amacı Ubd modeline göre hazırlanmış farklılaştırılmış fen öğretiminin etkisini incelemektir. Araştırmanın modeli karma model olup, nitel ve nicel verilerin harmanlanmasıyla oluşmuştur. Araştırmanın çalışma grubunu 14 altıncı sınıf öğrencisi, bir fen bilgisi öğretmeni ve bir gözlemci oluşturmaktadır. Araştırmada veri toplama aracı olarak bir akademik başarı testi, öğretmen görüşmesi, öğrenci görüşmesi, öğrencilerin yansıtma notları ve gözlemcinin notları kullanılmıştır. Araştırmanın sonucunda Ubd modeline göre hazırlanmış farklılaştırılmış fen öğretiminin, öğrencilerin akademik başarılarında anlamlı farklılık olduğunu ortaya çıkmıştır. Ayrıca, araştırmanın nitel verileri de bu sonucu desteklemiş ve uygulamanın avantajları ve dezavantajları konusunda ipuçları sunmuştur. Öğretmen, öğrencilerin derse aktif katılımının önemli olduğunu vurgulamış ve Türkiye'de yapılan genel sınavların Ubd ve farklılaştırılmış öğretim üzerinde olumsuz sonuçları olduğunun altını çizmiştir. Öğrenciler, eğlenceli öğrenme ortamının, öğrenmeyi kolaylaştırdığını ifade etmişlerdir. Araştırmadan elde edilen sonuçlar, etkili bir öğretmen eğitimi yardımıyla, öğretmenlerin Ubd'yi kullanarak ve farklılaştırılmış öğretimi dahil ederek bir tasarım oluşturabileceğini göstermektedir. Bu şekilde gerçekleştirilecek bir tasarım, hem tüm öğrencileri daha iyi öğrenme fırsatlarına yakınlaştıracak, hem de akademik açıdan daha donanımlı ve topluma katkıda bulunan bireyler olmalarını sağlayacaktır.

Planning Differentiated Science Instruction Using Understanding by Design: The Case of Turkey

Abstract

The combination of Understanding by design (UbD) and Differentiated Instruction (DI) in the educational settings has been gradually evolving. Their essential partnership has inspired many educators to plan instruction to differentiate the process of teaching and learning in an effective way. The purpose of this study was to investigate the effect of UbD-based differentiated science instruction. The research had an embedded mixed method design that combined quantitative and qualitative data. The study group consisted of 14 sixth grade students, a science teacher, and an observer. Data collection instruments were an academic achievement test, the teacher interview, the students’ interview, students’ self-reflection notes and observer’s notes. The findings of the study indicated that there was a significant difference on the academic achievements of the students after UbD-based differentiated instruction. In addition, the qualitative data both supported this finding and yielded advantages and disadvantages of this implementation. The teacher emphasized the importance of active participation of students. However, he underlined that national exams in Turkey have negative effects on using UbD and DI. The students thought that the enjoyable nature of the instruction helped them learn better. With effective teacher training, it can be suggested that, teachers can plan the instruction using UbD and implement DI strategies to provide all children with better opportunities to learn, resulting in more academically equipped and contributing members of society.

Keywords

• Understanding by design, differentiated instruction, science teaching, UbD, backward design, Turkey

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