UZAKTAN EĞİTİMDE ARAŞTIRMA İNCELEME YAKLAŞIMIN FEN BAŞARISINA ETKİSİNİN İNCELENMESİ

Yıl 2022, Cilt: 12 Sayı: 3, 1548 - 1560, 28.09.2022

Cansu Özcan , Yrd.doç.dr.berna Gücüm

https://doi.org/10.24315/tred.999096

Cited By: 1

Öz

Fen eğitiminde uygulamalı etkinliklerin incelenmesi, eğitimin dinamik yapısı ile örtüşen fen programlarında gelişme ve iyileştirmeye olanak sağlayan reformları zorunlu kılmaktadır. 2020 yılının başından itibaren tüm dünyayı etkisi altına alan pandemi döneminin bir sonucu olan uzaktan eğitim, fen eğitimini de etkilemiş ve bu dönemde yapılan çalışmalar önem kazanmıştır. Özellikle uzaktan eğitim sürecinde araştırma inceleme yaklaşımlarının fen öğrenimi üzerindeki etkilerinin araştırılması alanyazına önemli bir katkı olarak değerlendirilebilir. Bu doğrultuda araştırma, altıncı sınıf fen bilimleri dersinde yönlendirilmiş araştırma inceleme yaklaşımının okuduğunu anlama becerilerinin etkileri kontrol edildiğinde öğrencilerin başarısına ve kalıcılığına etkisini incelemeyi amaçlamaktadır. Araştırmanın örneklemini bir devlet okuluna devam eden altıncı sınıf öğrencileri oluşturmaktadır. Öğrenciler deney ve kontrol grubu olarak iki gruba ayrılmıştır. Deney grubunda yönlendirilmiş araştırma inceleme yaklaşımı, kontrol grubunda ise klasik yöntem kullanılmıştır. Araştırmada veri toplama aracı olarak geliştirilen Vücudumuzdaki Sistemler Başarı Testi, öğrencilerin başarılarını belirlemek için her iki gruba son test ve geciktirilmiş son test olarak uygulanmıştır. Sonuç olarak okuma becerilerinin istatistiksel olarak kontrol edildiği uzaktan eğitim sürecinde uygulanan araştırma inceleme yaklaşımının öğrencilerin fen bilimleri dersindeki başarılarını klasik uygulamaya göre arttırdığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

yönlendirilmiş araştırma inceleme yaklaşımı, başarı, kalıcılık, ortaokul fen programı, COVİD 19, uzaktan eğitim

INVESTIGATION OF THE EFFECTS OF INQUIRY APPROACH ON SCIENCE ACHIEVEMENT IN DISTANCE EDUCATION

Öz

Examination of hands-on activities in science education necessitates reforms that enable development and improvement in science programs, which coincides with the dynamic structure of education. Distance education, which is a result of the pandemic period that has affected the whole world since the beginning of 2020, has also affected science education and the studies carried out in this period have gained im-portance. Investigation of the effects of inquiry approaches on science learning especially in the distance education process can be considered as an important contribution to the literature. In this respect, the re-search aims to examine the effect of the guided inquiry approach on students' achievement and retention in the sixth-grade science course when the effects of reading comprehension skills are controlled. The sample of the research is comprised of sixth graders attending a public school. The students were assigned into two groups as experimental and control groups. In the experimental group, the guided inquiry approach was applied and in the control group, the traditional method was used. The Systems in Our Body Achievement Test, which was developed as a data collection tool in the research, was applied to both groups as an immediate post-test and delayed post-test to determine the achievement of the students. As a result, it was concluded that the inquiry approach applied in the distance education process, where reading skills were statistically controlled, increased the success of the students in the science lesson compared to the traditional application

Anahtar Kelimeler

guided inquiry approach, achievement, retention of learning, middle school science curriculum, COVID 19, distance education

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